Foundations of Innovation and Research in the Teaching of Social Sciences
Code: 45015 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Research in Education | OP | 1 |
Contact
- Name:
- Antonio Manuel Santisteban Fernandez
- Email:
- antoni.santisteban@uab.cat
Teachers
- Nuria Arís Redó
- Gustavo Alonso Gonzalez Valencia
- Mariona Massip Sabater
- Maria de las Neus Gonzalez Monfort
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
No prerequisites
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.
Learning Outcomes
- CA41 (Competence) Make proposals for improvement and/or innovation projects in the didactics of the social sciences that are grounded on research-based evidence.
- CA42 (Competence) Act in the field of teaching and learning of the social sciences, assessing the social, economic and environmental impact.
- CA43 (Competence) Conduct research or innovate in the field of social sciences assessing sex/gender based inequalities.
- KA42 (Knowledge) Describe the methodological paradigms, approaches and designs in research on the didactics of the social sciences.
- KA43 (Knowledge) Identify different lines of research on didactics of the social sciences.
- KA44 (Knowledge) Identify problems and offer solutions for educational needs in the didactics of the social sciences using innovative approaches.
- SA32 (Skill) Produce a comprehensive review of the scientific literature in accordance with the theme of research and/or innovation.
- SA33 (Skill) Produce a comprehensive review of the scientific literature in accordance with the theme of research and/or innovation.
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.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Analysis and discussion of articles and documentary sources | 10 | 0.4 | CA42, KA42, KA43, KA44, SA32, CA42 |
| Analysis of innovations and research | 6 | 0.24 | CA41, CA42, CA43, KA42, KA43, CA41 |
| Classroom practice: solving problems/cases/exercises | 10 | 0.4 | CA41, CA42, CA43, KA44, SA33, CA41 |
| Lectures by the teacher | 5 | 0.2 | KA42, KA43, KA44, SA32, KA42 |
| Oral presentation of work | 5 | 0.2 | CA41, CA42, CA43, KA44, SA33, CA41 |
| Type: Supervised | |||
| Tutorials | 36 | 1.44 | KA42, KA43, KA44, SA32, SA33, KA42 |
| Type: Autonomous | |||
| Reading articles and documentaries | 78 | 3.12 | KA42, KA43, KA44, SA32, KA42 |
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendance and participation in all sessions (individual work) | 10% | 0 | 0 | CA41, CA42, CA43, KA42, SA32 |
| Class work, problem solving, Case studies (Collaborative group work) | 30% | 0 | 0 | CA41, CA42, CA43, KA42, SA33 |
| Critical analysis of bibliography and researchs (individual work) | 20% | 0 | 0 | KA42, KA43, KA44, SA32, SA33 |
| Report/individual work module (individual work) | 40% | 0 | 0 | CA42, CA43, KA42, SA32, SA33 |
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.
The specific dates will be given with the program at the beginning of the classes.
The marks for each paper or the exam will be available within 15-20 days after their submission.
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 this course, the use of Artificial Intelligence (AI) technologies is permitted as an integral part of the assignment, provided that the final result reflects a significant contribution from the student in their analysis and personal reflection. Students must clearly identify which components were generated with this technology, specify the tools used, and include a critical reflection on how they influenced the process and the final outcome of the assignment. Lack of transparency in the use of AI will be considered a breach of academic honesty and may result in a penalty in the assignment grade, or more severe sanctions in serious cases. The sanction will be decided specifically for each case.
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.
The subject provides for a single assessment, which will consist of submitting or completing the four phases of continuous assessment.
For the recovery, it is necessary to have presented 66% of the assessment activities. For recovery, it will be necessary to present an application work and take an exam.
The single assessment must be requested within the deadlines and regulations of the faculty.
Assessment and recovery dates:
- Second week of January: final assessment (same for the ordinary assessment as for the single assessment)
- Fourth week of January: recovery (of the ordinary assessment and the single assessment)
A final summary test is allowed for repeat students. This test will be requested from the faculty at the beginning of the course. It will consist of the submission of an assignment (to be specified) and an exam.
Bibliography
- 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. Amorrortu Editores
CASTELLVÍ, J. (2024). Epistemological obstacles to social studies education. Trends in Higher Education, 3(4), 1072–1080. https://doi.org/10.3390/higheredu3040062
- CASTELLVÍ, J., GONZÁLEZ-VALENCIA, G. & SANTISTEBAN, A. (2023). Social Issues Are the Syllabus: Worldwide Teacher Education in Changing Times. In Florin D. Salajan, F.D., Jules, T.D. & Wolhuter, Ch. (eds.). Teacher Education Intersecting Comparative and International Education. Revisiting Research, Policy and Practice in Twin Scholarship Fields. Bloomsbury Publishing. http://dx.doi.org/10.5040/9781350339972.ch-12
- 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. Lawrence Erlbaum Associates (LEA)
- LEVSTIK, Linda S./TYSON, Cynthia A. (eds.) (2008): Handbook of Research in Social Studies Education. Routledge.
- 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. https://ddd.uab.cat/pub/llibres/2020/220972/deccrijus_a2020.pdf
- MASSIP, M., GONZÁLEZ-MONFORT, N. Y SANTISTEBAN, A. (eds.) (2021). El futur comença ara mateix. L’ensenyament de les ciències socials per interpretar el món i actuar socialment. Barcelona: Servei de Publicacions de la UAB/GREDICS. Col. Docs 3. https://ddd.uab.cat/pub/llibres/2021/257493/futcomavu_a2021.pdf
- ORTEGA, J.I., SÁNCHEZ, J.A. Y GONZÁLEZ-MONFORT, N. (eds.) (2024). Experiencias de aprendizaje desde la Didáctica de las Ciencias Sociales para la formación de una ciudadanía democrática, crítica y global. Octaedro. https://octaedro.com/libro/experiencias-de-aprendizaje-desde-la-didactica-de-las-ciencias-sociales-para-la-formacion-de-una-ciudadania-democratica-critica-y-global/
- ORTEGA-SÁNCHEZ, D., CASTELLVÍ, J. Y GONZÁLEZ-MONFORT, N. (eds.) (2024). Enseñar el conflicto. Perspectivas, significados y límites en la educación para una cultura democrática y la justicia social. Dykinson.
- 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 Educación, 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. 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. y SANTISTEBAN, A. (2011). La investigación sobre la enseñanza y el aprendizaje de las ciencias sociales en la educación primaria. En Pagès, J. y Santisteban, A. (coords.), Didáctica del Conocimiento del medio social y cultural en la Educación Primaria. 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.
- PAGÈS,J.y SANTISTEBAN, A. (2014). Una mirada del pasado al futuro en la didáctica de las ciencias sociales. Pagès, J.; Santisteban, A. (eds.). Una mirada al pasado y un proyecto de futuro. Investigación e innovación en didáctica de las ciencias sociales. Barcelona: Servicio de Publicaciones de la UAB /AUPDCS. Vol. 1, 17-39.
- 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. (2022). Social Sciences Education Based on Social Problems: Traditions and Integrative Tendencies. In Ortega-Sánchez, D. (ed.) Controversial Issues and Social Problems for an Integrated Disciplinary Teaching. Integrated Science (pp.23-34), vol 8. Springer, Cham. https://doi.org/10.1007/978-3-031-08697-7_3
- SANTISTEBAN, A. y LIMA, C.A. (org.) (2021). O ensino de historia no Brasil e Espanha. Editora Fi.
- SANTISTEBAN, A. y PAGÈS, J. (2019). Una nueva lectura de los programas de estudios para la formación inicial del profesorado de didáctica de las ciencias sociales: mirando el presente y el futuro. Hortas, M.J. y Dias, A. (eds.). Ensinar e aprender em Didática das Ciências Sociais. A formação de professores numa perspetiva sociocrítica (pp.128-138). Lisboa: AUPDCS / Politécnicode Lisboa / Escola Superior de Educação.
- 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. Information Age Publishing IAP, 231-25.
- 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. Universidad de Huelva,173-239.
Software
There is no specific program
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Spanish | first semester | afternoon |