This version of the course guide is provisional until the period for editing the new course guides ends.

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2022/2023

Perspectives and Trends in Research into the Construction of Social Knowledge

Code: 43211 ECTS Credits: 6
Degree Type Year Semester
4313815 Research in Education OT 0 1

Contact

Name:
Antoni Santisteban Fernandez
Email:
antoni.santisteban@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Teachers

Gustavo Gonzalez Valencia
Maria Roser Canals Cabau
Carles Anguera Cerarols

Prerequisites

NO

Objectives and Contextualisation

-       Analyzing how social knowledge is constructed, from the formation of social concepts and social values.

-       Interpreting theoretical aspects of this process, such as social representations or relationships and differences between scientific knowledge and academic knowledge.

-       Analyzing the contributions of the social studies to the comprehension of modern society.

-       Identifying key concepts as tools for content selection for teaching and research.

-       Recognizing the role of interpretation and communication in the process of teaching and learning social studies.

Competences

  • Analyse data according to its nature and present results in accorance with the research proposals.
  • Analyse the origin and development of social, geographical, and historical knowledge and look more closely at different teaching models for social science as a suport for innovation.
  • Collect research data coherently in accordance with the chosen method.
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Communicate the research results, knowledge acquired and the implications for practice, and adapt the register to the public and formal protocols.
  • Continue the learning process, to a large extent autonomously.
  • Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Plan research according to practice-related problems, taking into account theoretical advances in the field of knowledge.
  • Recognise and relate the theoretical, empirical and social aspecys of the specific field of research.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  • Work in teams and with teams in the same or interdisciplinary fields.

Learning Outcomes

  1. Analyse quantitatively or qualitatively data that allows an understanding of contemporary society.
  2. Analyse theoretical reference frameworks to establish which ones orientate research.
  3. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  4. Consider results according to their sources to interpret social facts.
  5. Continue the learning process, to a large extent autonomously.
  6. Contribute data that allows the contributions of argumentation in social science education to be recognised.
  7. Decide on the appropriate tools for analysis according to the nature of the data.
  8. Decide on the information and/or subjects involved in the study of the interpretation of social facts.
  9. Defend the research carried out orally, using the appropriate technology.
  10. Design strategies for collecting information on the relationship between scientific knowledge and school knowledge.
  11. Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  12. Find and analyse theoretical references that enables the interpretations of social facts.
  13. Identify problems related to the construction of social knowledge in practice.
  14. Identify problems related to the construction of social thought and evaluate the methodological approaches that allow for their solution.
  15. Identify the epistemological principles of teaching social science, geography and history and describe the specific structure of the content taught.
  16. Identify theoretical references and evaluate their appropriateness for problems related to the construction of social knowledge from interpretative trends on training in social concepts and values.
  17. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  18. Interpret the different aspects being researched in the process of teaching and learning social, geographical and historical information in different teaching models.
  19. Judge the theoretical and social relevance and importance of the construction of social thought in different research paradigms.
  20. Recognise the contributions of the different social sciences to understanding contemporary society.
  21. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  22. Understand the main aspects of contexts specific to the construction of social thought and analyse them as objects of research.
  23. Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  24. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  25. Use research methods, strategies and techniques and design research pertinent to the research problem in context.
  26. Work in teams and with teams in the same or interdisciplinary fields.
  27. Write scientific summaries to be presented to different audiences.

Content

-       Construction of the social knowledge, social concepts and social values.

-       Social representations and social thinking.

-       An understanding of modern society and the contributions of social studies. Scientific and academic knowledge.

-       Selection and sequence of content: key concepts of social studies.

-       Interpretation of social facts: causality, intentionality and relativism.

-       Communication in the study of society: language and narration, argumentation and debate.

- Social justice Education. Gender perspective in social studies.

Methodology

 

Methodology

- Lectures by the teacher.

- Reading articles and documentaries.
- Analysis and discussion of articles and documentary sources.
- Classroom practice: solving problems/cases/exercises.
- Oral presentation of work.
- Tutorials.

 

 

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      
Analysis and discussion of articles and documentary sources 20 0.8 2, 12, 22, 11, 8, 10, 15, 13, 14, 16, 23, 18, 20, 26, 25
Classroom practice: solving problems/cases/exercises 30 1.2 2, 1, 6, 9, 11, 7, 8, 10, 14, 16, 23, 18, 27, 26, 25
Lectures by the teacher 30 1.2 2, 1, 12, 22, 11, 7, 15, 13, 14, 16, 18, 20, 4
Oral presentation of work 10 0.4 6, 9, 8, 13, 23, 27, 4, 26, 25
Research analysis 20 0.8 1, 6, 7, 8, 10, 13, 14, 23, 27, 4, 25
Type: Supervised      
Tutorials 20 0.8 2, 22, 9, 7, 8, 15, 13, 14, 16, 18, 20
Type: Autonomous      
Reading articles and documentaries 20 0.8 2, 1, 6, 12, 22, 15, 13, 14, 16, 23, 20, 4

Assessment

Class attendance is absolutely mandatory.

To obtain a positive final evaluation, you must have attended a minimum of 80% of the classes.

The review of the tests will be performed individually.

The works will be delivered one week after the end of each block

The marks for each paper or the exam will be available within 1 month after their submission.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendance and participation in all sessions 10% 0 0 2, 6, 9, 11, 8, 15, 14, 18, 19, 17, 3, 5, 27, 24, 25
Class work, problem solving, Case studies 30% 0 0 2, 1, 6, 12, 9, 7, 10, 13, 14, 23, 27, 4, 26, 25
Critical analysis of bibliography or research 20% 0 0 2, 1, 12, 22, 11, 7, 8, 10, 15, 13, 14, 16, 23, 18, 19, 17, 21, 3, 5, 20, 27, 4, 24, 26, 25
Report/individual work module 40% 0 0 2, 1, 6, 12, 22, 11, 7, 8, 10, 13, 14, 16, 23, 18, 20, 27, 4, 26, 25

Bibliography

- ARMENTO, B. J. (1986). Research on Teaching Social Studies, in Wittrock, M. C. (ed.): Handbook of Research on Teaching. New York. Macmillan, 942-951.

- ARMENTO, B. J. (1991). Changing conceptions of research on the teaching of social studies, in Shaver (ed.): Handbook on Research on Social Studies Teaching and Learning. A Project of the National Council for the Social Studies. New York. Macmillan, 185-196.

- BARTON, Keith  C. (ed.) (2006). Research Methods in Social Studies Education. Contemporary Issues and Perspectives. Information Age Publishing Inc.

- CARRETERO, M./VOSS, J. F. (comps.) (2004). Aprender y pensar la historia. Buenos Aires/Madrid. Amorrortu Editores

- GÉRIN-GRATALOUP, A-M./TUTIAUX-GUILLON, N. (2001). La recherche en Didactique de l’Histoire et de la Géographie depuis 1986. Essai d’analyse, in Perspectives Documentaires en Éducation, nº 53. Paris, INRP, 5-11

- HENRÍQUEZ, R./PAGÈS, J. (2004). La investigación en didáctica de la historia, en Educación XX1 nº 7, Facultad Ciencias de la Educación, UNED,  63-83

- LAVILLE, C. (2001). La recherche empirique en éducation historique. Mise en perspective et orientations actuelles, in Perspectives Documentaires en Éducation, nº 53. Paris, INRP, 69-82

- LEVSTIK, Linda S./BARTON, Keith C. (2001). Doing History. Investigating with Children in Elementary and Middle Schools. Second Edition. Mahwah, New Jersey. Lawrence Erlbaum Associates (LEA)

- LEVSTIK, Linda S./TYSON, Cynthia A. (eds.) (2008): Handbook of Research in Social Studies Education. Routledge,  New York/London.

- PAGÈS, J. (1993). Psicología y Didáctica de las Ciencias Sociales. Infancia y Aprendizaje, 62-63, pp. 121-151.

- PAGÈS, J. (1994). La Didáctica de las Ciencias Sociales, el currículum y la formación del profesorado. Signos. Teoría y Práctica de la Edu-cación, 13, octubre / diciembre, 38-51.

- PAGÈS, J. (1997a). Líneas de investigación en didáctica de las Ciencias Sociales, en Benejam, P./Pagès, J. (coord.): Enseñar y aprender Ciencias Sociales, Geografía e Historia en la Educación Secundaria. ICE-Universidad de Barcelona/Horsori, 209-226.

- PAGÈS, J. (1997b). La investigación sobre la formación inicial del profesorado para enseñar ciencias sociales, en AUPDCS (ed.): La formación del profesorado y la didáctica de las ciencias sociales. Sevilla: Diada, p. 49-86.

- PAGÈS, J. /SANTISTEBAN, A. (2011). La investigación sobre la enseñanza y el aprendizaje de las ciencias sociales en la educación primaria. Pagès, J. /Santisteban, A. (coords.), Didáctica del Conocimiento del medio social y cultural en la Educación Primaria. Madrid: Síntesis, 85-102.

- PAGÈS, J.; SANTISTEBAN, A (2010). La educación para la ciudadanía y la enseñanza de las ciencias sociales, la geografía y la historia. Íber. Didáctica de las Ciencias Sociales, Geografía e Historia, 64: 8-18.

- PAGÈS, J.; SANTISTEBAN, A (2011). Enseñar y aprender ciencias sociales. Santisteban, A.; Pagès, J. (coords.). Didáctica del Conocimiento del Medio Social y Cultural en la Educación Primaria. Ciencias Sociales para comprender, pensar y actuar. Madrid: Síntesis. 23-40.

- PRATS, J. (1997). La investigación en didáctica de las ciencias sociales (notas para un debate deseable), en AUPDCS (ed.): La formación del profesorado y la didácticade las ciencias sociales. Sevilla: Diada, 9-25.

- ROZADA, Jose Mª (1997): Formarse como profesor. Ciencias Sociales, Primaria y Secundaria Obligatoria (Guía de textos para un enfoque crítico). Madrid: Akal.

- SANTISTEBAN, A (2011). Las finalidades de la enseñanza de las Ciencias Sociales. Santisteban, A.; Pagès, J. (coords.). Didáctica del Conocimiento del Medio Social y Cultural en la Educación Primaria. Ciencias Sociales para comprender, pensar y actuar. Madrid: Síntesis. 63-84.

- SANTISTEBAN, A. (2006). Futuros posibles de la investigación en didáctica de la historia: aportaciones al debate, en Reseñas de Enseñanza de la Historia, 4, 101-122. Universitas. APEHUN,  (Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales), Argentina.

- SHAVER, J. P.  (ed.) (1991). Handbook on Research on Social Studies Teaching and Learning. A Project of the National Council for the Social Studies. New York. Macmillan.

- SHAVER, J. P. (2001). The Future of Research on Social Studies-For What Purpose?, in Stanley, W. B. (ed.): Critical Issues in Social Studies Research for the 21st Century. Greenwich, Connecticut, Information Age Publishing IAP, 231-25.

- SOUTO, X. M. (1998): Didáctica de la Geografía. Problemas sociales y conocimiento del medio. Barcelona. Ediciones del Serbal

- STODOLSKY, S. S. (1991). La importancia del contenido. Actividades en las clases de matemáticas y ciencias sociales. Barcelona. Paidós/MEC.

- TERRISSE, André (éd.) (2001) : Didactique des disciplines. Les références au savoir. Bruxelles. De Boeck Université.

- TRAVÉ, G. (1998): La investigación en Didáctica delas Ciencias Sociales. Perspectivas y aportaciones desde la Enseñanza y el aprendizaje de las nociones económicas. Huelva. Universidad de Huelva.

- TRAVÉ, G. (2001). Líneas de investigación en didáctica de las ciencias sociales, en Pozuelos, F. J./Travé, G. (eds.): Entre pupitres. Razones e instrumentos para un nuevo marco educativo. Huelva. Universidad de Huelva,173-239.

Software

There is no specific software