Training for Critical, Geographical, Historical and Social Thinking
Code: 45016 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Research in Education | OP | 1 |
Contact
- Name:
- Gustavo Gonzalez Valencia
- Email:
- gustavo.gonzalez@uab.cat
Teachers
- Antonio Manuel Santisteban Fernandez
- Nuria Arís Redó
- Jordi Castellvi Mata
- Juan Llusà Serra
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There is not
Objectives and Contextualisation
-
Analyse the different aspects involved in the development of historical thinking: historical time, historical consciousness, historical imagination and empathy, source interpretation, and historical narration.
-
Analyse the various aspects involved in the development of geographical thinking: construction of space, landscape, territory, and identities.
-
Assess the contributions of research on historical time and geographical space to citizenship education and classroom innovation.
-
Analyse the development of critical and social thinking within the framework of citizenship education.
-
Analyse the role of the media in the development of critical and social thinking.
Learning Outcomes
- CA44 (Competence) Contrast the innovation and research data with the goals of training for critical, geographical, historical and social thinking.
- CA45 (Competence) Make proposals for improvement and/or innovation projects in training for critical, geographical, historical and social thinking based on evidence.
- KA45 (Knowledge) Describe the methodological paradigms, approaches and designs in innovation and research in training for critical, geographical, historical and social thinking.
- KA46 (Knowledge) Identify different lines of research on training for critical, geographical, historical and social thinking.
- KA47 (Knowledge) Identify problems and offer solutions for educational needs in the didactics of social sciences using innovative approaches.
- KA48 (Knowledge) Assume the ethical principles of innovation and research when conducing studies on the didactics of the social sciences.
- SA34 (Skill) Conduct a review of the scientific literature regarding training for critical, geographical, historical and social thinking.
- SA35 (Skill) Design and conduct field work in relation to the didactics of the social sciences using different data collection techniques and instruments.
Content
Block I. Space and Geographical Thinking. The construct of space as a coordinate and as a social concept. The teaching of geography and the relationship between local and global space, as well as sustainability. Research on landscape reading and the complexity of interpreting territory and constructing identities.
Block II. Time and Historical Thinking. Research on the development of historical thinking, temporality, and historical consciousness. Approaches to historical narration. Historical imagination and empathy. The teaching of history based on the interpretation of historical sources.
Block III. Critical Social Thinking. Analytical perspectives on the formation of social thinking. Critical and creative thinking. Critical literacy from the perspective of social studies, democratic participation, and social action.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Tutorials | 36 | 1.44 | CA44, KA45, CA44 |
| Type: Supervised | |||
| Classroom practice: solving problems/cases/exercises | 36 | 1.44 | CA45, KA47, KA48, SA35, CA45 |
| Type: Autonomous | |||
| Reading articles and documentaries. | 78 | 3.12 | KA46, SA34, KA46 |
The methodology is based on the presentation of research lines and innovation proposals, which provide students with the necessary tools to work autonomously in their inquiries.
In class, there will be debates on the analyzed materials and group work to design research or innovation proposals based on the research carried out.
Independent work will consist of reading research literature, research findings, and innovation proposals.
Active participation in class is very important, as are problem-solving in research, the formulation of innovation proposals, and discussion based on materials, proposals, and examples.
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 |
|---|---|---|---|---|
| Construction of a theoretical framework on relating the formation of critical and social thought to his field of study (Individual) | 50% | 0 | 0 | CA44, CA45, KA45, KA46, KA47, KA48, SA34, SA35 |
| Critical analysis of research proposals or innovation in the field of geographic thought (Individual) | 25% | 0 | 0 | CA44, CA45, KA45, KA46, KA47, KA48, SA34, SA35 |
| Critical analysis of research proposals or innovation in the field of historical thought (Individual) | 25% | 0 | 0 | CA44, CA45, KA45, KA46, KA47, KA48, SA34, SA35 |
Assessment is the process established to assess the achievement of learning outcomes based on the evidence defined in the subject guide.
The evaluation of the subject will be carried out throughout the academic year through the proposed activities (the program given at the beginning of the subject will specify the activities and assignments to be carried out).
Assignments will be delivered primarily through the virtual campus. Other delivery routes may be enabled, prior agreement with the teaching staff.
Communicative competence
In order to pass this subject, the student must demonstrate, in the activities proposed, good general communication skills, both orally and in writing, and a good command of the language or languages listed in the teaching guide. This competence is a requirement. In all activities (individual and group), linguistic correction, writing and formal aspects of presentation will therefore be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or suspended if the teacher considers that it does not meet these requirements.
Given that the vehicular language of the master's degree and of secondary education is Catalan, the oral and written tasks related to this module must be presented in this language.
Copying and plagiarism
Copying and plagiarism are intellectual theft and therefore constitute a crime that will be sanctioned with the grade "zero". In the case of copying between two students, if it is not possible to know who copied who, the penalty will be applied to both students. Fraudulent use of artificial intelligence will result in the evaluation activity being considered suspended with a 0.
Attendance and presence
Attendance at face-to-face classes of the subject is mandatory at 80%, in order to be able to carry out the continuous assessment. Otherwise, the final grade will be 'not assessable'. The supporting documents that are sometimes presented in case of absence serve only to explain the absence, in no case are they an exemption from attendance. If someone cannot meet the percentage of attendance established, they cannot take part in the continuous assessment, and they will have to attend the recovery, as long as they have previously submitted 66% of the assessment activities.
The recoverable activities are the three that are planned in the teaching guide. The maximum rating that can be obtained in recovery is 5 out of 10.
Gender perspective
During the sessions, the gender perspective will be taken into account through the review of androcentric biases, the questioning of gender assumptions and hidden gender stereotypes, the incorporation of knowledge produced by women, and the critical perspectives that uncover androcentric conceptualizations and put clearly the social and cultural causes and mechanisms that underpin gender inequalities.
In this module, it will be necessary to include the gender perspective through (self) critical reflection on one's own subjectivity and how it affects teaching (for more information see: Agud Morell, Ingrid; Amat, Meritxell; Bertran, Marta; [et al. ]. (2020). Gender perspective in education. Conceptual framework. Barcelona: UAB. <https://ddd.uab.cat/record/226865>).
Artificial Intelligence
The use of artificial intelligence (AI) technologies is permitted in this course as a legitimate component of coursework development, provided that the final submission demonstrates a substantial and meaningful contribution by the student in terms of personal analysis and critical reflection. Students are required to explicitly indicate which portions of their work have been generated using AI tools, clearly identify the specific technologies employed, and include a critical commentary on the influence of these tools on both the process and the final outcome of the task. Failure to disclose the use of AI technologies will be regarded as a violation of academic integrity and may result in a reduction of the grade awarded for the activity, or, in more serious cases, the imposition of disciplinary measures in accordance with institutional regulations.
Evaluation dates
- The presentation of the "Critical analysis of proposals for research or innovation in the field of geographical thinking" is expected at the end of January.
- The presentation of the "Critical analysis of proposals for research or innovation in the field of historical thought" is planned for the end of February.
- The presentation of the "Construction of a theoretical framework to relate the formation of critical and social thinking to its field of study" is expected at the end of April.
- Recovery is expected by the end of May.
Assessment and feedback for each activity will be provided within twenty (20) days after submission.
Unique assessment
The single evaluation must be requested within the deadlines and the mechanism that the Faculty of Education Sciences has provided.
This subject foresees the single assessment. In this case, attendance is essential for the assessment at the previously established percentage. If someone does not fulfill it, they can apply for the call for recovery. It will be necessary to present 66% of the assessment activities, but the rating of each of them will not exceed 5 out of 10.
The activities to be delivered for the single assessment are the same as for the continuous assessment together with an assessment interview. The delivery day is the same day as the "The presentation of the "Construction of a theoretical framework in which to relate the formation of critical and social thinking with its field of study" and is planned for the end of April. The weighting of the activities for the single assessment is as follows:
-Critical analysis of research or innovation proposals in the field of geographical thinking (Individual): 20%
- Critical analysis of research or innovation proposals in the field of historical thought (Individual): 20%
- Construction of a theoretical framework to relate the formation of critical and social thinking to its field of study (Individual): 45%
- Evaluation interview (Individual): 15%
Synthesis evaluation is not applicable to this course.
Bibliography
Geographical education
BENEJAM, P. (2005), Quins continguts rellevants de geografia convé que aprenguin els alumnes de l’etapa de secundària obligatòria?, Conferencia dentro del grupo GRICSO, Rosa Sensat, 9 de marzo de 2005
BENNETS, T. (2005), Progressism in geographical understanding, en: International Research in Geographical and Environmental Education, 14(2), pp. 112-132.
CAPEL, H. (2010) Geografía en red a comienzos del tercer milenio: para una ciencia solidaria y en colaboración, en: Scripta Nova, revista electrónica de Geografía y Ciencias sociales, Vol. XIV, Nº 313, febrer de 2010 (Publicación en línea) http://www.ub.es/geocrit/sn/sn-313.htm (Última consulta: 28 de enero de 2010)
COMES, P (2002), “De la observación espacial a la implicación social: Rastres, un ejemple de aplicación didáctica multimedia”, Íber, Nº32, pp. 96-106
GARDNER, R. y LAMBERT, D. (2006) Futuring Geographers: The role of the subject organisations, a: Geography, Vol. 91 (2) pp. 159-170.
IGU-CGE (INTERNATIONAL GEOGRAPHICAL UNION-COMMISSION ON GEOGRAPHICAL EDUCATION) (2006), The International Charter on Geographical Education, First Draft, Revised 2006 Edition (ver: http://igu-cge.tamu.edu/cgecharter2005.pdf)
JOHNSTON, R. J. , TAYLOR, P. J. i WATTS, M. J. (2002), Geographies of global change. Remapping the World. Blackwell Publishing, Oxford.
MÉRENNE-SCHOUMAKER, B. (2006), La enseñanza de la geografía, en: HIERNAUX, D. y LINDÓN, A. (Dir.) (2006), Tratado de Geografía Humana, Editorial Anthropos, Universidad Autónoma Metropolitana-Iztapalapa, México, pp 628-643.
Ortega Rocha, Evelyn Viviana, & Pagès Blanch, Joan. (2021). The formation of the geographical consciousness in the classroom. A case-study of the Chilean Secondary Education. Revista de geografía Norte Grande, (79), 325-344. https://dx.doi.org/10.4067/S0718-34022021000200325
Ortega Rocha, E. (2020). Concepciones del profesorado chileno sobre la conciencia geográfica. REIDICS: Revista de Investigación en Didáctica de las Ciencias Sociales, (6), 126–143. https://doi.org/10.17398/2531-0968.06.126
ROMERO MORANTE, J. y LUIS GÓMEZ, A. (2008) “El conocimiento socio-geográfico en la escuela: las tensiones inherentes a la transmisión institucionalizada de cultura y los dilemas de la educación para la democracia en este mundo globalizado”, Scripta Nova. Revista Electrónica de Geografía y Ciencias Sociales. Barcelona: Universidad de Barcelona, 1 d’agosto de 2008, vol. XII, N. 270 (123). (ver: http://www.ub.es/geocrit/sn/sn-270/sn-270-123.htm)
SOUTO, X. M. (1999), Didáctica de la Geografía. Problemas sociales y conocimiento del medio. Ediciones del Serbal, Barcelona.
Historical education
BARTON, K. C. (2008). Research on students’ ideas about history. Levstik, L. S.; Tyson, C. A. (eds.). Handbook of Research in Social Education. New York: Routledge. 239-257.
Cartes Pinto, D., & Pagès Blanch, J. (2020). Los ritmos del cambio en la enseñanza-aprendizaje de la periodización: Una propuesta desde la historia global. Clío & Asociados: La historia enseñada, (30), 90–106. https://doi.org/10.14409/cya.v0i30.8933
DALONGEVILLE (2003). Noción ypráctica de la situación-problema en historia. Enseñanza de las Ciencias Sociales, 2, 3-12.
Díaz Zúñiga, F., Santisteban Fernández, A., & González Monfort, N. (2021). Las representaciones sociales del profesorado sobre la Historia Reciente Presente de Chile y su enseñanza en sexto año básico. Clío & Asociados. La Historia enseñada, (33). https://doi.org/10.14409/cya.v0i33.10611
GONZÁLEZ MONFORT, N.; HENRÍQUEZ, R.; PAGÈS, J. SANTISTEBAN, A.; (2010). Empatía histórica para un presente cambiante. La enseñanza y el aprendizaje de la comprensión histórica a través de una experiencia didáctica. Pagès, J. González Monfort, N. (coord.), La construcción de les identitats i l’ensenyament de les Ciències Socials, de la Geografia i de la Història, Barcelona: Serei de Publicacions de la UAB, 145-157.
González-Valencia, G. A., Santisteban-Fernández, A., & Pagès-Blanch, J. (2020). Finalidades de la enseñanza de la historia en futuros profesores. Magis, Revista Internacional De Investigación En Educación, 13, 1-23. https://doi.org/10.11144/Javeriana.m13.fehf
Llusà Serra, J. (2016). Aprender historia aplicando la contemporaneidad. Un estudio de caso en la Enseñanza Secundaria Obligatoria (ESO). Enseñanza de las ciencias sociales: revista de investigación, (15), 61–73. https://dialnet.unirioja.es/servlet/articulo?codigo=6423997
Meneses Varas, B., González-Monfort, N., & Santisteban Fernández, A. (2019). La «experiencia histórica» del alumnado y la historia oral en la enseñanza.: L’ «expérience historique» des élèveset l’histoire orale dans l’enseignement. Historia Y Memoria, (20), 309–343. https://doi.org/10.19053/20275137.n20.2020.8258
Massip Sabater, M., Castellví Mata, J., & Pagès Blanch, J. (2020). La historia de las personas: Reflexiones desde la historiografía y de la didáctica de las ciencias sociales durante los últimos 25 años. Panta Rei: Revista de Ciencia y Didáctica de la Historia, 14(2), 167–196. https://doi.org/10.6018/pantarei.445831
PAGÈS, J.; GONZÁLEZ, P. (2009). Història, memòria i ensenyament de la història: perspectives europees i llatinoamericanes. Barcelona: Servei de Publicacions UAB.
Pagès, J. (1999). El tiempo histórico: ¿Qué sabemos sobre su enseñanza y su aprendizaje? Análisis y valoración de los resultados de algunas investigaciones. AAVV: Aspectos didácticos de Ciencias Sociales. 13. Zaragoza: ICE-Universidad de Zaragoza. 241-278.
PAGÈS, J.; SANTISTEBAN, A. (2008). Cambios y Continuidades: aprender la temporalidad histórica. JARA, M.A. (coord.). Enseñanza de la Historia. Debates y Propuestas. Editorial de la Universidad Nacional del Comahue. Neuquén (Argentina).
PLÁ, S. (2005). Aprender a pensar históricamente. La escritura de la historia en el bachillerato. México: Plaza y Valdés.
Ramírez Achoy, J., & Pagès Blanch, J. (2022). Prácticas docentes en la formación inicial para la enseñanza de la historia: Un estudio de caso en Costa Rica. Revista Colombiana de Educación, (84), e204. https://doi.org/10.17227/rce.num84-11395
RÜSEN, J. (2007). Memory, history and the quest for the future. In CAJANI, L.(ed.): History Teaching, Identities and Citizenship. European Issues in Children’s Identity and Citizenship, 7. CiCe. Stoke on Trent. Trentham Books, 13-34.
Santisteban, A. (2006). Une proposition conceptuelle pour la recherche et l’enseignement du temps historique, Le Cartable de Clio, 6: 77-90.
SANTISTEBAN, A. (2007). Una investigación sobre cómo se aprende a enseñar el tiempo histórico. Enseñanza de las Ciencias Sociales, 6, 19-29.
Santisteban, A.; Pagès, J. (2011).Enseñar y aprender el tiempo histórico. Santisteban, A. y Pagès, J. (coords.). Didáctica del Conocimiento del Medio Social y Cultural en la Educación Primaria. Ciencias Sociales para comprender, pensar y actuar. Madrid: Síntesis, 209-227.
SANTISTEBAN, A.; GONZÁLEZ, N.; PAGÈS, J. (2010). Una investigación sobre la formación del pensamiento histórico. Ávila, R.M.; Rivero, P.; Domínguez, P.L. (Coords.). Metodología de investigación en Didáctica de las Ciencias Sociales. Zaragoza: Institución Fernando el Católico. Diputación de Zaragoza/ AUPDCS.
Critical and Social Thinking
BOISVERT, J. (2004). La Formación del Pensamiento Crítico: Teoría y Práctica. México: Fondo de Cultura Económica.
CASTELLVÍ, J. (2024). Formar el pensament crític orientat a la justícia social per fer front al feixisme. Comunicació Educativa, (37), 103–122. https://revistes.urv.cat/index.php/comeduc/article/view/4013/4524
Castellví Mata, J. (2020). Leer, interpretar y actuar en un mundo digital: Literacidad crítica digital en educación primaria. Enseñanza de las ciencias sociales: Revista de investigación,(19), 17–28.
DELEON, A., & ROSS, E. W. (Eds.). (2010). Critical theories, radical pedagogies, and social education: New perspectives for social studies education. Rotterdam: Sense Publishers.
DEWEY, J. (2002). Cómo pensamos: Nueva exposición de la relación entre pensamiento y proceso educativo. Barcelona: Paidós. (ed. 1910).
DHOND, H. (1994). Critical Thinking: Research Perspective for Social Studies Teacher. Canadian Social Studies, Vol. 28 (4).
GONZÁLEZ MONFORT, N. y SANTISTEBAN, A. (2011). Cómo enseñar ciencias sociales para favorecer el desarrollo de las competencias básicas. Aula de Innovación Educativa, 198, 41-47.
GUTIERREZ GIRALDO, M.C. (2011). Pensamiento reflexivo en la enseñanza y el aprendizaje de las Ciencias Sociales.Uni-Pluriversidad, 11 (2), 83-92.
HESS, D. (2009). Controversy in the classroom: The democratic power of discussion. New York: Routledge.
KUBEY, R. (2010). Media Literacy and Communication Rights: Ethical Individualism in the New Media Environment. Gazette, 72: 323-338.
LEGARDEZ, A. (2003). L’enseignement des questions sociales ethistoriques, socialement vives. Le cartable de Clio nº 3, 245-253.
PAGÈS, J.; SANTISTEBAN, A. (coords.) (2011). Les qüestions socialment vives i l’ensenyament de les ciències socials. Barcelona: Servei de Publicacions de la Universitat Autònoma de Barcelona. Col. Documents, 97.
PIPKIN, D. (coord.) (1999). Pensar lo social. Argentina: Ediciones La Crujía.
SANTISTEBAN, A. (2011). La formación del pensamiento social y el desarrollo de las capacidades para pensar la sociedad. Santisteban, A. y Pagès, J. (coords.),Didáctica del Conocimiento del Medio Social y Cultural, Madrid, Síntesis, 65-84.
SANTISTEBAN, A., DÍEZ-BEDMAR, M.C., & CASTELLVÍ, J. (2020). La alfabetización crítica digital del futuro profesorado en tiempos de Twitter. Culture & Education, 32(2), 1-28. https://doi.org/10.1080/11356405.2020.1741875
Santisteban Fernández, A., Castellví Mata, J., & González Monfort, N. (2025). Literalidad crítica digital: Un decálogo para la enseñanza de las ciencias sociales. Iber: Didáctica de las ciencias sociales, geografía e historia, (118), 16–22
Software
-
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 | Catalan | first semester | afternoon |