State of the Art in Social Sciences in Primary Education: Teaching and Learning Critical Thinking
Code: 106078 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500797 Early Childhood Education | OT | 4 | 0 |
| 2500798 Primary Education | OT | 4 | 2 |
Contact
- Name:
- Antoni Santisteban Fernandez
- Email:
- antoni.santisteban@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Prerequisites
There is not
Objectives and Contextualisation
1. To value the treatment of controversial subjects of the current society in primary education.
2. Identify critical thinking skills when we work with Socially Acute Questions.
3. Evaluate the importance of the critical thinking education in school and in democracy.
4. Develop Digital Critical Literacy for the interpretation of digital media and for social action.
5. Make inequalities and injustices visible in digital media and social networks.
Competences
- Early Childhood Education
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
- Design and regulate learning spaces in diverse contexts which attend to the particular issues of pupils regarding gender equality, equity and respect for human rights.
- Promoting and cooperating in initiatives, inside and outside of the school, organised by families, municipalities and other institutions with an emphasis on civic education.
- Primary Education
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Design and regulate learning spaces in contexts of diversity that take into account gender equality, equity and respect for human rights and observe the values of public education.
- Maintain a respectful attitude to the natural, social and cultural environment to foster values, behaviours and practices that attend to gender equality, equity and respect for human rights.
Learning Outcomes
- Analyse and apply the contributions of history, geography and social science to the teaching of human rights.
- Identifying, describing and analysing didactic models, strategies and curricular material on political culture and civic culture.
- Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
Content
Block 1
1. Work with controversial issues in school and democratic education: origin, traditions and trends.
2. The work process with controversial issues in primary education: representations, time, space, case studies and decision making.
Block 2
3. The development of critical thinking skills in the analysis of social issues.
4. The critical thinking education and social change.
Block 3
5. Digital critical literacy: critical interpretation of digital media and social networks against sexism, homophobia, racism, aporophobia and any form of social discrimination.
6. Work with hate speech and build counterspeech for social justice education and human rights.
Methodology
The protagonist in the teaching-learning process is always the student. It is under this premise that this subject methodology has been planned.
Teachers are going to present the theoretical framework and give the students the responsibility to build their knowledge from the references, curricular materials, and didactic proposals.
It is highly important to use digital tools, virtual contexts, human rights websites about democratic education.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Case study from mass media and digital tools | 45 | 1.8 | |
| Type: Supervised | |||
| Attendance and virtual activities | 7.5 | 0.3 | |
| Tutorials | 22.5 | 0.9 | |
| Type: Autonomous | |||
| Reference comments, websites, practical activities, and oral presentation. | 75 | 3 |
Assessment
To obtain a pass in the final mark for this module it is essential to pass (minimum mark of 5 out of 10) each of the assessment blocks: group work, written exam and individual work.
All the assessment tasks carried out throughout the course must be submitted before the deadline indicated by the teacher in the module programme.
The marks for each paper or the exam will be available within 1 month after their submission.
The reassessment of the subject will consist of a work proposal of a socially question for primary education, applying one of the categories of critical thinking. This work must be delivered two weeks after the communication of the final assessment.
Attendance to field trips is compulsory. Students must attend a minimum of 80% of seminars; otherwise, they will be deemed as "absent".
To pass this subject, students need to perform the proposed activities with a good communicative competence, both orally and in written papers in the languages specified in this teaching guide.
In accordance with UAB regulations, plagiarism or copy of any paper will be punished with a grade of 0 on that paper, losing any possibility of remedial task.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Journal of thematic ideas from formal and non formal education (individual work) | 30% | 0 | 0 | 1, 2, 3 |
| Journal on readings and reflection on materials, websites and digital tools (individual work) | 30% | 0 | 0 | 1, 2, 3 |
| Lesson Plan Design (team work) | 40% | 0 | 0 | 1, 2, 3 |
Bibliography
References
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Baqué, M. (2017). Projecte Murs. Per què se separen les persones? Perspectiva Escolar, 395, 26-33. https://www.rosasensat.org/revista/lensenyament-de-la-politica/
Castellví, J.; Tosar, B.; Andreu, M. (2020). La lectura crítica de los medios digitales. Íber Didáctica de las Ciencias Sociales, Geografía e Historia, 99, 7-14.https://www.researchgate.net/publication/341446582_La_lectura_critica_de_los_medios_digitales
Dalongeville, A. (2003). Noción y práctica de la situación-problema en historia. Enseñanza de las Ciencias Sociales, 2, pp. 3-12. https://www.raco.cat/index.php/EnsenanzaCS/article/view/126144
Evans, R. W. Y Saxe, D. W. (eds.). (1996). Handbook on Teaching Social Issues. Washington: NCSS. https://files.eric.ed.gov/fulltext/ED410141.pdf
González Monfort, N.; Santisteban, A. (2011). Cómo enseñar ciencias sociales para favorecer el desarrollo de las competencias básicas. Aula de Innovación Educativa, 198, 41-47. https://ddd.uab.cat/pub/artpub/2011/182039/aulinnedu_a2011n198p41.pdf
Finn Garner, J. (1995). Contes per a nens I nenes políticament correctes. Barcelona: Quaderns Crema.
Hess, D. (2009). Controversy in the classroom: The democratic power of discussion. New York: Routledge.
Kellner, D. & Share, J. (2007). Critical media literacy is not an option. Learning Inquiry, 1, 59–69. https://link.springer.com/article/10.1007/s11519-007-0004-2
Massip, M.; Anguera, C.; Llusà, J. (2020). Deconstruir los relatos del odio en el aula. Íber Didáctica de las Ciencias Sociales, Geografía e Historia, 99, 24-31. https://www.grao.com/es/producto/deconstruir-los-relatos-del-odio-en-el-aula-ib09998390
Massip, M.; Barbeito, C.; Bartolomé, S.; González-Monfort, N.; Santisteban, A. (2020). Criteris de justícia global per a la valoració i l’elaboració de materials curriculars de ciències socials. Bellaterra: GREDICS-Escola de Cultura de Pau-UAB. https://ddd.uab.cat/pub/llibres/2020/220972/deccrijus_a2020.pdf
Gil, F.; Muzzi, S.; Santisteban, A. (2018). Todos y todas somos inmigrantes. Representaciones de niñas y niños de primaria sobre la inmigración. REIDICS (Revista de Investigación en Didáctica de las Ciencias Sociales), 2, 20-35. https://mascvuex.unex.es/revistas/index.php/reidics/article/view/3059
Pagès, J. (2008). Ensenyar l’actualitat, per a què? Perspectiva Escolar 322, 2-11. https://www.rosasensat.org/revista/situar-se-en-lactualitat/
Pagès, J. (2015). La educación política y la enseñanza de la actualidad en una sociedad democrática. Educação em Foco, v. 19, n. 3, 17-34. https://www.academia.edu/educación_politica_enseñanza_actualidad_sociedad_democrática_Educaçâo_em_Foco_vol_19
Pagès, J. & Santisteban, A. (coords.). (2011). Les qüestions socialment vives i l’ensenyament de les ciències socials. Barcelona: Publicacions de la UAB. https://ddd.uab.cat/record/197111
Ross, E.W. & Gautreaux, M. (2018). Pensando de Manera Crítica sobre el Pensamiento Crítico. Aula Abierta, vol. 47, n.4, 383-386. https://dialnet.unirioja.es/servlet/articulo?codigo=6725487
Ross, E. W. & Vinson, K. D. (2012). La educación para una ciudadanía peligrosa. Enseñanza de las Ciencias Sociales, 11, 73-86. https://www.raco.cat/index.php/EnsenanzaCS/article/view/263458
Santisteban, A. (1998). La formació del pensament creatiu: art, ciència i societat. Santisteban, A. (coord.). La formació del pensament creatiu (pp.11-21). Barcelona: AMAG-MRPC/ Diputació de Barcelona.
Santisteban, A. (2003). El silenci dinsla comunicació, en Santisteban, A. (coord.). Paraules. Comunicació i aprenentatges (pp.15-18). Barcelona: Associació de MestresAlexandre Galí / MRPC / Diputació de Barcelona.
Santisteban, A. (2017). Educació política i mitjans de comunicació. Perspectiva Escolar, 395, 12-16. https://dialnet.unirioja.es/servlet/articulo?codigo=6095432
Santisteban, A. (2019). La enseñanza de las Ciencias Sociales a partir de problemas sociales o temas controvertidos: estado de la cuestión y resultados de una investigación. El Futuro del Pasado, 57-79. http://dx.doi.org/10.14516/fdp.2019.010.001.002.
Santisteban, A., Díez-Bedmar, M.C. & Castellví, J. (2020). Critical digital literacy of future teachers in the Twitter Age (La alfabetización crítica digital del futuro profesorado en tiempos de Twitter). Culture and Education, 32, 185-212. https://doi.org/10.1080/11356405.2020.1741875
Santisteban, A., & González Valencia, G. (2013). Sociedad de la información, democracia y formación del profesorado: ¿qué lugar debe ocupar el pensamiento crítico? In J. J. Díaz, A. Santisteban, & A. Cascajero (Eds.), Medios de comunicación y pensamiento crítico. Nuevas formas de interacción social (pp. 761–770). Guadalajara: AUPDCS/Universidad de Alcalá. https://dialnet.unirioja.es/servlet/libro?codigo=555874
Santisteban, A. & Pagès, J. (2019). Els temes controvertits a l’escola. Perspectiva Escolar, 408, 7-12. https://www.rosasensat.org/revista/temes-controvertits-num-408/els-temes-controvertits-a-lescola/
Smith Crocco, M. (ed.) (2005). Social Studies and the Press. Keeping the Beast at Bay? Greenwich-Connecticut: IAP - Informaiton Age Publishing Inc.
Tosar, B. (2017). Cartes a una nena refugiada. Ensenyar ciències socials per llegir i escriure el món. Perspectiva Escolar, 395, 21-25. https://www.rosasensat.org/revista/lensenyament-de-la-politica/
Wechsler, S. et al. (2018). Creative and critical thinking: Independent or overlapping components? Thinking Skills and Creativity (27), 114-122. https://www.pensamiento-critico.com/archivos/thskcrea1827114122.pdf
Journals
- Revista Íber Didáctica de las Ciencias Sociales, Geografía e Historia, núm. 99. Monogràfic: Interpretar problemas y conflictos contemporáneos. 2020.
Websites
- The Foundation for Critical Thinking, https://www.criticalthinking.org//
- Som crítics (Fundació Jaume Bofill), https://www.fbofill.cat/som-critics?lg=es
- Pensamiento Crítico. Universidad de Salamanca: http://www.pensamiento-critico.com
- Council of Europe. Hate Speech Movement. https://www.coe.int/en/web/no-hate-campaign/coe-work-on-hate-speech
Software
There is no specific software