Universitat Internacional de Catalunya - Barcelona

Teaching and Learning the Social Sciences 1

• code 10677
• course 3
• term Semester 2
• type OB
• credits 6

Main language of instruction: Catalan

Other languages of instruction: Spanish,

Head instructor

Dra. Mireia TINTORÉ - mtintore@uic.es

Office hours

At the end of the class, , there will be academic tutorials .However, it is preferable to e-mail and arrange an interview with the teacher

mtintore@uic.es

Social Sciences  education aims to provide students with elementary knowledge and tools to locate in the environment where they live, to learn to live in it, and to respect and improve it. The concept that gives name to the area refers to the set of situations, events, objects, elements and issues that make up the natural and humanized landscape where people live and interact with nature as a way of approaching the study of social reality. The area  focuses on providing primary students with the tools to pass from the culture experienced toward its intellectual reconstruction. The subject aims to enable primary students to understand and make decisions on aspects of the environment with which it interacts. Learning must be contextualized and oriented to interpret experiences, direct and indirect, coming in time and space, and significant in order to establish cognitive and affective relationships.

No requisits are needed

• CEM-37 - To develop and evaluate the curriculum content by means of appropriate teaching resources, and to promote the corresponding competences in pupils.
• CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
• CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
• CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
• CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
• CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
• CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
• CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
• CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
• CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
• CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
• CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
• CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
• CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
• CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
• CEM-32 - To be familiar with the social science curriculum.
• CEM-33 - To integrate historical and geographical study from an educational and cultural perspective.
• CEM-31 - To understand the basic principles of the social sciences.
• CEM-34 - To foment civic education and critical social thought.
• CEM-35 - To value the importance of public and private institutions for peaceful coexistence between peoples.
• CEM-36 - To be aware of the role of religion throughout history and its relation to culture.

2. Theoretical basis of the SSCC teaching

3. General basis for a better didactic of SSCC

4. Objectives of teaching and learning SSCC 

5. Phases of the teaching and learning of SSCC .Constructivist model.

6. Documents and curricula materials for SSCC in Primary education

7. Interpretation and representation of space

9. Studying the environment in the teaching and learning of SSCC E

12. The Didactic Units in SSCC

14. ICT materials for the teaching of SSCC

(Numbers that doesn't appear belong to the subject Didàctica de les CCSS-2, second term)

DECRET 119/2015, de 23 de juny, d'ordenació dels ensenyaments de l'educació primària. Pàgines 84 a 103

General references (in bold, materials for bilingual degree-SSCC)

Benejam, P.&  Pagès, J. (coord.), (1998). Enseñar y aprender ciencias sociales, geografía e historia en la Educación Secundaria. Horsori.

Cooper, H. (2002). Didáctica de la historia en educación infantil y primaria. Madrid, Morata

Cooper, H. (2017). Teaching History Creatively, 2nd edition. London: Routledge

Horrie, C. (2019, in press). 100 ideas for primary teachers history. London: Bloomsbury

Marrón Gaite, Mª J.(1998): “El medio rural como recurso didáctico para la enseñanza de la geografía”, págs. 65-112, en Vera Ferre, J.R.; Marrón Gaite, Mª J y Tonda Monllor, E.M. Educación y Geografía Universidad de Alicante y Grupo de Didáctica de la Geografía de la AGE.

Marrón Gaite, Mª J. (2007): “Enseñar geografía en la era de la globalización. Un reto desde la metodología activa”, Conferencia inaugural del curso académico 2007-2008, Facultad de Educación, Centro de Formación del Profesorado, Madrid.

Pike, S. (2015). Learning Primary Geography: Ideas and inspiration from classrooms 

Scoffham, S., & Owens, P. (2017).Teaching Primary Geography (Inglés). London: Bloomsbury

Scoffham, S. (2016). Teaching geography creatively 2nd edition. London: Routledge

Smith, C. (2016). History through stories: Teaching primary history with storytelling. London: Hawthorn Press; New edition edition (November 15, 2016

Souto  González,  X.M.  (1999):  “Metodología  y  procedimientos  para  enseñar”,  en Didáctica  de  la  geografía.  Problemas  sociales  y  conocimiento  del  medio,  págs.  147-167. Ediciones del Serbal. Barcelona.

Tonda Monllor, E.M. (2010). De la geografía del siglo XX a la geografía del siglo XXI ¿Qué contenidos enseñar? Departamento de Geografía Humana. Universidad de Alicante

Landscapes/References

Bajo Bajo, Mª.J. (2001). El paisaje en el currículum de Educación Primaria, dentro del área de conocimiento del medio natural, social y cultural. Aula, 13, 51-61.

Baraja Rodríguez, E., Guerra Velasco, J.C. y Cascos Maraña, C.S. (2010). Aproximación a la tipificación y caracterización de los paisajes agrarios de Castilla y León. En F. Leco

Berrocal (Coord.), Territorio, paisaje y patrimonio rural (pp. 24-35). Cáceres: Universidad de Extremadura.

Cordero Bencomo, R. (2005). María Montessori y el medio ambiente como método activo. En Vv.Aa., Veinte experiencias educativas exitosas en el mundo (pp. 89-100). Nuevo León: Centro de Altos Estudios e Investigación Pedagógica.

Liceras, A. (2013). Didáctica del paisaje. Lo que es, lo que representa, cómo se vive. Íber. Didáctica de las Ciencias Sociales, geografía e Historia, 74, 85-93.

Martínez Fernández, LC. (2013). Diseño de un programa de investigación inicial en geografía escolar: una propuesta de trabajos fin de grado en educación primaria. En Pagés y Santisteban (2013). Pp. 481-489

Ortega Valcárcel, J. (2000). El paisaje como construcción. El patrimonio territorial. DAU. Debats d’ arquitectura i urbanisme, 12, 36-46.

Ortega y Gasset, J. (1906). La pedagogía del paisaje. El Imparcial, 17 de septiembre de 1906.

 Websites

National Geographic for kids: https://www.natgeokids.com/uk/teacher-category/geography/

Primary Resources TTS: https://www.tts-international.com/primary/geography/

Primary Resources TTS: https://www.tts-international.com/primary/history/

Hachette England; https://www.risingstars-uk.com/series/voyagers

http://www.bbc.co.uk/history/british/timeline/

http://www.bbc.co.uk/history/forkids/

http://www.bbc.co.uk/schools/websites/4_11/topic/geography.shtml

https://www.bbc.com/bitesize/subjects/zcw76sg

blog “La brújula del tiempo” del profesor Victor Marín Navarro

Banco de imágenes y sonidos del INTEF recursostic.educacion.es/bancoimagenes/web/CCSS

World Bank: https://datos.bancomundial.org/indicador (mapas)

World population clock http://www.worldometers.info/world-population/#top20

blog.tiching.com/15 recursos de geografia para descubrir el mundo

–Toporopa Europa
–Mapas interactivos con estadísticas
–Mapas del mundo
–Mi geografía

Google Earth free (existeix versió plus i pro)

Google Maps

Visor Iberpix 4 aplicació web per localitzar espais de l'estat espanyol

Atlas Nacional de España (ANE) http://www.ign.es/ane/ane1986-2008/

http://www.nationalgeographic.com/earthpulse/globalization.html

Cartografía para la enseñanza en la web IGN-CNIG: recursos educativos del Instituto Geográfico nacional  http://www.ign.es/web/ign/portal/recursos-educativos

–Mi amiga la Tierra
–Atlas Didáctico
–Atlas Digital de Caminería Hispánica
–Cervantes y el Madrid del siglo XVII
–Portales educativos: España a través de los mapas, la población en España
–Juegos
–Mapas físicos y políticos. Otros recursos

http://ensenyament-geografia.espais.iec.cat/  Eines i recursos per a l’ensenyament de la geografia desenvolupats per la SGC (Societat Catalana de Geografia)

    ►Ciutat i territori

    ►Espai polític

    ►La sostenibilitat al món

    ►Natura tecnologia i societat

    ►Planeta Terra

    ►Població i sistemes culturals

    ►Un món en canvi

   Databases

    Maps

    Games- Apps

    Imatges i so

        Entrevistes

        Documentals

        Pel·lícules

        Videoclips

    General Webs