Universitat Internacional de Catalunya
Teaching and Learning the Social Sciences 2
Other languages of instruction: English, Spanish
Teaching staff
We are at your disposal. Please, send an email to have an appointment
Mavi Maestre: mavimaestre@uic.es
Introduction
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 (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
Competences/Learning outcomes of the degree programme
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 of the subject
- . To understand the basic principles of the social sciences.
- . To become familiar with the social-sciences curriculum.
- . To integrate the study of history and geography from an educational and cultural perspective.
- . To promote democratic citizenship education and the practice of critical social thought.
- . To develop and assess the curriculum contents through the relevant teaching resources, and to promote the relevant skills among the pupils.
- . To recognize, differentiate between and use different types of historical texts for development in the classroom.
- . To analyse, link and summarize bibliographic references.
- . To organize and manage different social-learning environments inside and outside the classroom.
- . To effectively debate proposed methods.
- . To respect the opinions of others.
- . To look for and manage current, practical information related to social sciences.
- . To develop assertive attitudes.
- . To express clear and comprehensible opinions and assessments, both orally and in writing.
- . To learn how to interpret and integrate knowledge from documents in English on this subject
- . 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 |
|
Practical classes |
Any type of classroom practices
|
Study / Reading of documents and cases Resolution of exercises |
|
Tutorials |
Personal attention to students |
Learning contract |
|
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 |
Flipped classroom |
|
|
|
|
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
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 |
Observation greed |
During the course |
Self-evaluation |
Recording of facts Portfolio |
During the course At the end |
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. It is necessary to pass the final exam to pass the subject.
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 for the course and meet the criteria set out in the syllabus.
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. Arias Ferrer, L. & Egea Vivancos, A. (2022). Didáctica de geografía e historia en educación primaria. Editorial SíntesisAurell, J. (2017). Genealogía de la historia. Claves históricas del mundo actual. Editorial Pensódromo
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). Mastering Primary History (Mastering Primary Teaching). London: Bloomsbury Gombrich, E.H. Breve Historia Ilustrada del mundo. Ediciones península 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: BloomsburyLázaro 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-2017-17004516Olcina 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