Academic management

There are no requirements.

GENERAL COMPETENCES (GC)

GC1.- That students have demonstrated to possess and understand knowledge in the area of ​​study (Education) that starts from the base of general secondary education, and is usually found at a level that, although supported by advanced textbooks, it also includes some aspects that imply knowledge coming from the vanguard of its field of study;

GC2.- That students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of ​​studies (Education);

GC3.- That students have the ability to gather and interpret relevant data (normally within their area of ​​study) to make judgments that include a reflection on relevant social, scientific or ethical issues;

GC4.- That students can transmit information, ideas, problems and solutions to a specialized and non-specialized public;

GC5.- That the students have developed the necessary learning skills to undertake subsequent studies with a high degree of autonomy.

GC6.-That students develop an ethical commitment to respect fundamental rights, guaranteeing the effective equality of men and women, equal opportunities, non-discrimination and universal accessibility for people with disabilities, as well as the values ​​of a culture of peace and democratic values.

TRANSVERSAL COMPETENCES (TC)

TC1.- Working as a team, disciplining and interdisciplinarily, cooperatively and collaboratively, respecting diversity.

TC2. Use means and strategies of interpersonal communication in different social and educational contexts.

TC3.- Adopt an attitude and behavior in accordance with professional ethics.

TC4.- Participate and be involved in the activities and events promoted by the University, as well as work with and in society at local, regional, national and international levels.

TC5.- Maintain an attitude of respect for the environment, to promote values, behaviors and sustainable practices.

TC6.- Incorporate information and communication technologies into their training and professional activity.

TC7.- Know how to adapt to new situations, developing a creative spirit and attitude of leadership.

SPECIFIC COMPETENCES (SC)

SC1. To know the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge around the both teaching and learning procedures.

SC2. Design, plan, develop and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals of the center.

SC4. Design and regulate learning spaces in contexts of diversity that address gender equality, equity and respect for human rights that conform the values ​​of citizenship education.

SC5 Promote coexistence in the classroom and outside of it, solve problems of discipline and contribute to the peaceful resolution of conflicts. Stimulate and value the effort, perseverance and personal discipline in the students.

SC7. Collaborate with the different sectors of the educational community and the social environment. Assume the educational dimension of the teaching function and promote democratic education for active citizenship.

SC8. Maintain a critical and autonomous relationship with respect to knowledge, values ​​and public and private social institutions

SC9. Value individual and collective responsibility in achieving a sustainable future.

SC10 Reflect on classroom practices to innovate and improve teaching. Acquire habits and skills for autonomous and cooperative learning and promote it among students

SC11 Know and apply information and communication technologies in the classroom. Selectively discerning audiovisual information that contributes to learning, civic education and cultural richness.

SC12. Understand the limits of education and the fundamental competences that affect primary schools and their professionals. Know models of quality improvement with application to educational centers.

SPECIFIC COMPETENCES OF SUBJECT (SCS)

SCS5.1. Understand the basic principles of Social Sciences

SCS5.2. Know the school curriculum of Social Sciences

SCS5.3. Integrate historical and geographical study from an instructive and cultural orientation

SCS5.7. Develop and evaluate contents of the curriculum through appropriate teaching resources and promote the corresponding competences in the students.

LEARNING OUTCOMES (LO)

The competences of this subject are translated into the following learning outcomes (LO): (One or more competences can give a single learning result)

LO5.1. Identify, describe and analyze the basic principles of Social Sciences.

LO5.2. Know the aims of teaching Social Sciences in Primary Education.

LO5.3. Know and value the contribution of the Social Sciences in the acquisition of competences of the Primary Education curriculum.

LO5.4. Identify the objectives, contents, organization and development of the curriculum of the area of knowledge of the natural, social and cultural environment in the specific dimensions of Social Sciences, Geography and History from a formative and cultural instructional orientation.

LO5.5. Design teaching units and educational activities in Social Sciences, appropriate for this educational stage, analyzing and relating the elements of the school curriculum.

LO5.6. Know strategies, techniques and didactic resources for the teaching of space, time and social knowledge in Primary Education.

LO5.7. Expose and know how to apply the procedures of Social Sciences adapted to the students of Primary Education.

LO5.8. Promote the democratic education of citizenship and the practice of critical social thinking.

LO5.9. Know and analyze social processes from a critical point of view.

LO5.10. Evaluate the use of teaching resources and resources for the teaching Social Sciences in Primary Education (texts, workshops, field work and ICT ...).

LO5.11. Design field works of the knowledge of  Social Sciences.

LO5.12. Create a clear awareness of the inescapable need for the conservation and protection of cultural heritage.

1. What do we teach for? Open / closed curriculum; As a product / process. The curriculum as an instrument of critical reflection: explicit, null and hidden.

2. Knowledge of the Environment, an interdisciplinary curriculum. The disciplinary curriculum. Geography and the concepts of Region and Landscape.

3. Teaching History. Objectivity-subjectivity. The ideological function of the teaching of Social Sciences.

4. Learning Social Sciences: procedures for the learning of Space. Concepts for History: change-continuity, causality, historical empathy, etc.

5. Competences as learning outcomes of the Knowledge of the Environment / dimensions of Geography, History and History of Art.

6. What to teach ?: Contents, Concepts, Procedures, Values ....

7. Methodology: How to carry out the teaching / learning process?

8. Strategies. Sequencing. Procedures.

9. ICT in the processes of teaching and knowledge of the environment in Primary education.

10. Didactic resources. Textbooks: analysis and criteria for a choice.

11. School trip. Visit to museums.

The subject is configured with a predominance of the practical aspects over the theoretical ones, promoting autonomous learning among the students. As a general principle, the development of the various skills involved in the subject as well as the approach to research will be promoted.

The theoretical sessions will preferably have an expository and introductory character to the practical sessions and will develop the content proposal contained in this teacher's guide. The lecture will encourage student participation both through the exchange of reflections and through the reading and commentary of various texts and documents.

At the base of the training activities is getting students to acquire a series of skills that will allow them to carry out a continuous learning of the subject in an autonomous and group form a significant dimension, because of the importance that this perspective has in labor inclusion. Critical reasoning and the ability to manage information, as well as motivation for quality and accuracy, will be assessed.

Evaluation will be both formative and summative and will consider the development of the competences addressed in this subject, taking into account the correct and appropriate use of the language.

In assessing the acquisition of the competences addressed in this subject, two types of differentiated instruments will be used:

The practical activities, both individual and team-based, will be uploaded to the virtual campus or handed in on the dates fixed by the teacher. Aspects to be considered are the development of procedural skills, the ability of analysis, reflection and critical ability on proposed tasks and materials, as well as teamwork.

The final evaluation of the subject will include both theoretical and practical aspects. The contribution of these parts to the student's final grade will be:

Oral and / or written tests: 60%

Tasks or practical activities: 40%

To pass the subject, a 5/10 (3/6) in the final exam, a 2/4 of practical tasks (face-to-face and non-face-to-face) and showing correct and adequate use of the language will be necessary.

As far as the extraordinary call is concerned, the student will have to pass a written test with theoretical aspects (60%) and will have to develop skills related to the practical dimension of the subject (40%).

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JOURNALS OF SOCIAL SCIENCES DIDACTICS (SPANISH).

Enseñanza de las Ciencias Sociales. Revista de investigación. Anual desde 2002. ICE Universidad de Barcelona /ICE Universidad Autónoma de Barcelona. Revista de Investigación Científica

Didáctica de las Ciencias Experimentales y Sociales.  Universidad de Valencia. Anual. http://www.uv.es/didciencies.

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E-JOURNALS:

Scripta Nova. Revista electrónica de Geografía y Ciencias Sociales. Universidad de Barcelona

Ar@cne. Revista de Recursos electrónicos en internet sobre Geografía y Ciencias Sociales. Universidad de Barcelona.

Geocrítica. Universidad de Barcelona

INTERESTING WEBSITES

Asociación de profesores universitarios de didáctica de las Ciencias Sociales www.didactica-ciencias-sociales.org

Didáctica de la Historia. Didáctica de las Ciencias Sociales http://www.ub.es/histodidactica/

Educahistoria http://www.educahistoria.com/cms/

Asociación de Geógrafos españoles http://age.ieg.csic.es/v2/