Universitat Internacional de Catalunya

Teaching and Learning the Social Sciences 2

Teaching and Learning the Social Sciences 2
6
10678
3
Second semester
OB
Main language of instruction: Catalan

Other languages of instruction: English, Spanish
If the student is enrolled for the English track then classes for that subject will be taught in the same language.

Teaching staff


According to the schedule, before or after class hours there are  30 minutes for tutoring, which will take place at the request of both faculty or students.It is better to send an e-mail to make the appointment.
Thanks



Ignasi de Bofarull ibofarull@uic.es

mtintore@uic.es

 

Introduction

In the event that the health authorities announce a new period of confinement due to the evolution of the health crisis caused by COVID-19, the teaching staff will promptly communicate how this may effect the teaching methodologies and activities as well as the assessment.


This subject belongs to a broader subject called "Teaching and Learning of the Social Sciences", within the didactic and disciplinary module of the studies of the grade of Primary teacher and studies the Didactics and content of the social sciences and its application in primary.

The social sciences are those sciences that study the behavior of man in society and its forms of organization. The subject Teaching and Learning of Social Sciences II focuses on the contents of history and citizenship.

Language: English (for students of the bilingual degree), Catalan and / or Spanish (grade in Primary)

 

Objectives

1. Train future teachers in skills to teach the SSCC

2. Teach students to develop a coherent understanding of the SSCC and the way to teach them

3. Acquire epistemic values and classical values of science (precision, rigor, coherence), and the values to live in a democratic and intercultural society

Competencies

CEM-31 includes the basic principles of the CCSS
CEM-32 Meet the school curriculum of the CCSS
CEM-33 integrates the historical and geographical study from instructional and cultural orientation
CEM-34th fosters democratic citizenship education
CEM-34b Practice critical social thought
CEM 37-Develops and evaluates curriculum content with appropriate learning resources and promote relevant skills in students.

CET-1. Interpersonal Responsibility: Being aware of their performance and their influence on the students. Have skills and knowledge to manage the group process and communication to achieve a good cooperation with and among students
CET-2. Educational Accountability: Have the knowledge and pedagogical skills to create a safe learning environment for an entire class or a group, but also for individual students, enabling children to become responsible and autonomous adults.
CET-3. An expert in the subject taught and teaching methods: Possessing sufficient knowledge and skills about the teaching field and know what teaching methods must be applied to create a great learning environment where students can learn the cultural baggage need to live in society. And achieve it in a contemporary, professional and systematic.
CET-4. Organizational responsibility: Having knowledge and some organizational skills sufficient to create a pleasant working atmosphere in their classes and class: organized, orderly, and focused on all aspects, with himself and his companions, and above all clear with their students. And achieve all this in a systematic and professional manner.
CET-5. Collaboration with colleagues: Have the knowledge and skills needed to make a professional contribution to the educational climate of their school, and their relations, and for good school organization.
CET-6. Collaboration with the professional environment of the school: Possess the knowledge and skills sufficient to establish a good working relationship with individuals and institutions dedicated to child welfare or who belong to the professional environment of the school.

CG-1. Integrating information technology and communication in the teaching-learning in management education and professional development.

CG-2. Communicate clearly and correctly in the language of teaching Catalan and Castilian-, orally and in writing within the C1 level, according to the Common European Framework of Reference for Languages.
CG-3. Able to express in English according to the B1 level, according to the Common European Framework of Reference for Languages
CG-4. Promote and facilitate learning environments and coexistence, in school and in relation to the environment, attention to the unique educational needs of students, gender equality, equity and respect for human rights
CG-9. Knowing the elements of competition of creativity, different levels of proficiency and maximize
  CG-10. Knowing the elements of the competence of entrepreneurship, the various levels of proficiency and develop to the fullest.
CG-11. Knowing the elements of the competence of the focus on quality, different levels of proficiency and maximize

Learning outcomes

  1. . To understand the basic principles of the social sciences.
  2. . To become familiar with the social-sciences curriculum.
  3. . To integrate the study of history and geography from an educational and cultural perspective.
  4. . To promote democratic citizenship education and the practice of critical social thought.
  5. . To develop and assess the curriculum contents through the relevant teaching resources, and to promote the relevant skills among the pupils.
  6. . To recognize, differentiate between and use different types of historical texts for development in the classroom.
  7. . To analyse, link and summarize bibliographic references.
  8. . To organize and manage different social-learning environments inside and outside the classroom.
  9. . To effectively debate proposed methods.
  10. . To respect the opinions of others.
  11. . To look for and manage current, practical information related to social sciences.
  12. . To develop assertive attitudes.
  13. . To express clear and comprehensible opinions and assessments, both orally and in writing.
  14. . To learn how to interpret and integrate knowledge from documents in English on this subject
  15. . To integrate information and communication technologies into the entire teaching and learning process.

Syllabus

1. Historical thinking in the teaching of Social Sciences.
    2. The theoretical basis of Social Sciences teaching.
    3. Purposes of teaching and learning the social sciences
    4. The phases of teaching and learning. The constructivist model.
    5. Documents and curricular materials of the social sciences in primary education.
    6. The interpretation and representation of space.
    7. Historical time and chronology.
    8. The study of the environment in the teaching of Social Sciences Apprenticeship.
    9. Historical judgments: to argue, interpret and synthesize.
   10. The Social Sciences in the current norms: The core competencies in the Social Sciences.
   11. Teaching units in Social Sciences
   12. Attention to diversity and learning difficulties.
   13. Education and democratic citizenship.
   14. Critical social thought.

Syllabus in bold letters are related to SSCC-2, but the basics can be found in the content studied in SSCC-1
 

Teaching and learning activities

In person



 

 

Schedule

 

 

Organizational modality

 

Description

 

Methods

 

 

 

 

 

 

Presencial

Theoretical classes  Master class

Master classes of the teacher or students

Master class

Interactive lecture and linked to other techniques (whispering, etc.)

Seminars

Build knowledge with interaction and activity 

Seminar with scientific material in hand
Workshops with experts

Practical classes

Any type of classroom practices 

 

Study / Reading of documents and cases

Resolution of exercises
ABP
Method of inquiry and questions (inquiry)
Project-oriented learning
Cooperative learning
Role Playing
Film Forum
Book-Forum
Mysteries
Tests and evaluation tests

Tutorials

 Personal attention to students

Learning contract
Interviews around the portfolio

External practices

Training carried out in entities external to the university: museums, exhibitions 

Cultural outings

 

 

 

Autonomous work

Study and group work

 Get the students to learn among them 

Cooperative learning

Study and individual work

Develop self-learning capacity
Personal study and deepening 

Flipped classroom
Apprenticeship contract
Independent study

 

 

 

The course will consider the skills acquired by the students through the analysis of their contributions. The methodology consists of: individual and collective work, tests, interviews, presentations, class participation, expositive method, case studies, projects, etc..

 

Evaluation systems and criteria

In person



The evaluation systems will follow the current COVID-19 regulations at all times

Evaluation systems

Evaluation systems

Technics

Moments

Teacher's evaluation

Recording of conversations

Systematic observation 

Grading of activities and exams (oral, written, visual)

 

At the beginning

During the course

At the end

Co-evaluation

Parrilla de observación

During the course

Self-evaluation

Recording of facts

Portfolio

During the course

At the end

Evaluation criteria

In the bilingual programs, teachers should evaluate at the same time content of the subjects (80%) and English Language (20%). In order to have continuous evaluation, attendance is required for a minimum of 60% of the classes.

Content of the course (80%):

The Participation and attendance are compulsory (minimum 60%) and necessary.

The Evaluation will take into account the achievement of the competencies through the analysis of the contributions of the students: collective or individual works, presentations,  etc. The teacher will continuously evaluate the different parts of the subject during the semester. It is necessary to pass the total of the individual activities to be able to post for the final grade. The four pillars of education defined by Jacques Delors (know, do, be, and live together) will be taken into account as attitudes during the course


Coursework .............................................................70% ( 30% of this mark corresponds to the final work)

Final exam...............................................................30%

 

The MH means that the student in question has not only achieved all the planned high level, it has achieved 'something else': originality in extra work in depth, etc.

For MH, must have at least a 9.5 grade the course and meet the criteria set out in the syllabus.

Addenda (COVID'19): the evaluation system remains the same. The final exam will be an online essay developed during a time and within a space (length) determined by the teacher

 

 

Bibliography and resources

 


 

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

Bibliografia General (en negreta, materials classes de CCSS anglès- grau bilingüe)

Aranda, A y Alba A.D. (2012). Representación del entorno mediante mapas por alumnos de infantil y primaria. Íber, 71, 100-108.

Bailey, P. (1981). Didáctica de la geografia. Cincel Kapelusz. Madrid

Bale, J. (1994). Didáctica de la geografía en la escuela primaria. Madrid, Morata.

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

De Miguel, R., de Lázaro, M.L., & Marrón Gaite, MJ. (2012). La educación geográfica digital. España: Asociación de Geógrafos Españoles y Universidad de Zaragoza.

–De la Calle Carrecedo, M. La enseñanza de la geografía ante los nuevos desafíos ambientales, sociales y territoriales (pp. 124-138)  –Comes, P. GEOGRAFÍA ESCOLAR Y SOCIEDAD RED. ¿DEL SOCIOCONSTRUCTIVISMO AL CONECTIVISMO EN EL AULA DE GEOGRAFÍA? Pp. 395- Lectura obligatòria.


Domínguez, M.C. (coord.),(2004) Didáctica de las Ciencias Sociales, Pearson.   Doull, K, & Russell, C. (2019, in press). Mastering Primary History (Mastering Primary Teaching). London: Bloomsbury Hannoun, H. (1977). El niño conquista el medio. Buenos Aires: Kapelusz.

Hernández Cardona, F.X. (2010): Didáctica de las ciencias sociales, geografía e historia. Barcelona, Grao.  

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

Howorth, M. (2015). Teaching Primary History: Everything a Non-Specialist Needs to Teach Primary History. London: Bloomsbury

Lázaro Ruiz, V. (2000). La Representación mental del espacio a lo largo de la vida. Logroño: Servicio de publicaciones de la Universidad de la Rioja y Egido Editorial.

Liceras, A. (2013). Didáctica del paisaje: lo que es, lo que se representa, cómo se vive. Iber, 74, 85-93.   Marina, J. A. y RAMBAUD, J. (2018). Biografía de la humanidad. Historia de la evolición de las culturas. Barcelona: Ariel

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.

Ramón Martínez Medina; Roberto García-Morís; Carmen Rosa García Ruiz. (2017). Investigación en Didáctica de las Ciencias Sociales. Retos, preguntas y líneas de investigación”. Madrid: Asociación Universitaria de Profesores de didáctica de las ciencias socialesISBN electrónico: AE-2017-17004516

Olcina  Cantos,  J.;  Baños  Castiñeira,  C.J.  (2004): “Los  fines  de  la  geografía”,  en Investigaciones  geográficas,  Instituto  Universitario  de  Geografía.  Universidad de Alicante. número 33; págs. 39-62.

  Pagés,J., & Santisteban, A. (eds.). (2013). Una mirada al pasado y un proyecto de futuro. Investigación e innovación en didáctica de las ciencias sociales. Vol I y II. España: Servei de publicacions Universitat Autònoma de Barcelona, Asociación Universitaria de Profesorado de Didáctica de las Ciencias Sociales.

–Martínez Fernández, LC. (2013). Diseño de un programa de investigación inicial en geografía escolar: una propuesta de trabajos fin de grado en educación primaria. Pp. 481-489 –Peinado Rodríguez, M. (2013). Nuevas aportaciones en torno a la percepción del espacio en Educación Primaria. En: J. Pagés & A. Santisteban (eds.).  Vol II.  pp. 121-130. Lectura obligatòria   Piaget, J. e Inhelder, B. (1947). La representation de l´espace chez l énfant. Paris: PUF.

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

Prats,  J.(2000):  La  didáctica  de  las  ciencias  sociales  en  la  formación  inicial  del profesorado”, Iber, 24; págs. 33-44. Graó.

Regalado Liu, A y Tejado Rodríguez, L. (2010).Unidad didáctica: como trabajar la escala desde una metodología activa en Educación Primaria en Geografía, educación y formación del Profesorado en el Marco del Espacio Europeo de Educación Superior. Madrid: Universidad Complutense.

Rivero García, P. (2011) (coord.): Pensar y expresar el espacio en el aula de infantil en Didáctica de las Ciencias Sociales para Educación Infantil. Zaragoza: Mira Editores.  

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, X. (2011). La metodología didáctica y el aprendizaje del espacio geográfico en Didáctica de la Geografía y la Historia. Barcelona: Grao.

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

 Wood, L., & Holden, C. (2007) . Ensenyar història als més petits. Edicions Zenobita

 

Bibliografia sobre paisatges

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.

 

Textbooks

Oxford International Primary History. Student books 1-6. Workbooks 1-6

Grant, N. (2005). Oxford Children's History of the World. Oxford: OUP


Recursos web

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

    Bases de dades

    Mapes

    Jocs – Aplicacions

    Imatges i so

        Entrevistes

        Documentals

        Pel·lícules

        Videoclips

    Webs generals

 

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

 

Teaching and learning material