Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Didactic and disciplinary module/Knowledge of the natural and social environment and its didactic

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Contents

The subject of Social Science Didactics is a fundamental subject in the Master's Degree Plan of Primary Education. It contributes to know and make understandable the knowledge derived from Geography and History as well as the strategies and techniques required by the teaching processes.

This subject aims to familiarize the student with the professional profile that will be required later in school and adequately train him with appropriate theoretical frameworks that will allow him to establish the bases to understand the teaching / learning processes of Geography and History and access appropriate way to the level of application of this knowledge to educational projects.

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General proficiencies

Basic proficiencies

BP1 - Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level which, albeit with the support of advanced text books, also includes some aspects which imply knowledge of the latest developments in their field of study.

BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.

BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.

BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.

 2.2. General proficiencies

GP1 - To be familiar with the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge involved in the respective teaching and learning procedures.

GP2 - To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.

GP3 - To address language learning situations effectively in contexts of diversity which are multicultural and multilingual. To encourage reading and the critical commentary of texts from the different scientific and cultural fields found in the school curriculum.

GP6 - To be familiar with the organisation of primary education schools and the range of actions involved in their operation. To perform guidance and tutoring functions with schoolchildren and their families, attending to schoolchildren´s unique educational needs. To accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's entire life.

GP7 - To collaborate with the different sectors of the educational community and social environment. To accept the educational dimension of the teaching profession and promote democratic education for active citizenship.

GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.

GP9 - To value both individual and collective responsibility in the achievement of a sustainable future.

GP10 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among schoolchildren.

GP11 - To be familiar with Information and Communication Technology, and apply it in the classroom. To distinguish the audiovisual information which contributes to learning, civic education and cultural richness in a selective manner.

GP12 - To understand the function, possibilities and limits of education in today's society and the core competences which affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.

2.3. Transverse Proficiencies

TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe´s Common European Framework of Reference for Languages.

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Specific proficiencies

SP1-To be familiar with the objectives, curricular content, meaning of the areas and organisation, methodology and evaluation criteria of Primary Education.

SP2-To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.

SP3-To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.

SP4-To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.

SP6-To be familiar with the organisation of primary schools and how they work in collaboration with the various sectors of the educational community and social environment.

SP7-To encourage cooperation, the motivation and desire to learn, and to participate actively in the school´s projects.
SP9-To acquire autonomous and cooperative learning habits and skills in order to encourage the active involvement of schoolchildren in their social and personal development.

SP10-To reflect on classroom practices in order to innovate and improve teaching, and associate them with the basic psychological processes, pedagogical models and disciplinary criteria of the stage of education.

SP11 - To be familiar with the educational implications of Information and Communication Technology.

SP12-To organise actively the processes of teaching and learning the contents of Primary Education from a perspective of skills development. To be familiar with quality improvement models.

SP14-To contextualise teaching work in the face of political, social and pedagogical changes, and to foster democratic education and the development of active citizenship to achieve a sustainable future.

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Learning outcomes

The learning outcomes are the concretion of the competences that the student will acquire in a course. Three levels are established:

 - Optimum: acquisition of 100% of the competences and mastery in at least 75% of them.

 - Medium: acquisition of the majority of the competences intended in the subject and mastery in those aspects that contribute to the specific competences of the degree.

 - Deficient: insufficient acquisition of the aspects that contribute to the specific competences of the degree.

 A student gets an APT rating if the level of learning is optimal or medium.

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Methodology

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Languages

English/Spanish/Basque

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Evaluation

*On this subject any work or practice in which plagiarism is detected will be considered void. We understand plagiarism the use of unreferenced third-party materials, whether paraphrased or quoted in a literal way. In the practices - and especially in those where the development of activities and competences related to the search and handling of the information is required - special attention will be paid to these aspects. It aims to ensure that students critically value the information used -and more specifically the scientific literature- and that they begin in the ethical use of information.

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Agenda

Unit 1. The creation of our discipline, Teaching the social sciences.

Unit 2. Social sciences. Conceptual approach.

Unit 3. Curriculum of social sciences in Primary Education. Characteristics and educational aims in Geography and History.

Unit 4. Social sciences and its comprehensive learning based on our reality. Limits and new contributions.

Unit 5. Strategies and didactic methods: teaching tecniques to improve the teaching and learning process in our social environment.

Unit 6. Historical knowledge and its didactical approach. Historical time.

Unit 7. Development of the Historical thinking and the historical explanation.

Unit 8. The deductive method in history. Historical and artistic sources.

Unit 9. The development of a model of knowledge adapted to the stereotypes of our socio-cultural environment. Instructions, preparation and presentation.

Unit 10. The geographical space and its didactical approach. Methodological principles. Location and spatial orientation. Physical and human environment. Cultural environment.

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Bibliography

Access the bibliography that your professor has requested from the Library.

BASIC BIBLIOGRAPHY:

AAVV (1993): Didáctica de Ciencias Sociales en la Educación Primaria. Ed. Algaida, Sevilla.

ARIAS FERRER, L., y EGEA VIVANCSO, A. (2023). Didáctica de geografia e historia en educación primaria. Ed. Síntesis,Madrid.

BENEJAM, P. y PAGES, J. (1997): Enseñar y aprender Ciencias Sociales, Geografía e Historia en la Educación Secundaria. Horsori. Barcelona.

DOMINGUEZ, C. (Coord) (2004): Didáctica de las Ciencias Sociales. Pearson, Madrid.

GONZÁLEZ GARCIA, F.  (2008): El Mapa conceptual y el diagrama V. Recursos para la Enseñanza Superior en el siglo XXI. Narcea, Madrid.

MENDIOROZ LACAMBRA, A. (2013): Didáctica de las Ciencias Sociales. Formación del área e integración del conocimiento. Pamplona. Universidad Pública de Navarra.

SANTISTEBAN, A. y PAGES, J. (Coords) (2011): Didáctica del Conocimeinto del Medio Social y Cultural en la Educación Primaria. Sinteesis. Barcelona.

TREPAT, C. y COMES, P. (1998): El tiempo y el espacio en la didáctica de las Ciencias Sociales. Grao, Barcelona.

SUPPLEMENTARY BIBLIOGRAPHY:

PART I. Social Sciences in the curriculum of Primary Education
Diseño Curricular de Enseñanza Primaria, Area del Conocimiento del Medio. (2006): Gobierno de Navarra. Departamento de Educación y Cultura. M E C. Pamplona.

CALERO PÉREZ, M. (2010). Constructivismo pedagógico. Teorías y aplicaciones básicas. México: Alfaomega.

MENDIÓROZ LACAMBRA, A. (2013): Didáctica de las Ciencias Sociales. Formación del área e integración del conocimiento. Pamplona. Universidad Pública de Navarra.

PART II. The geographical space and its teaching approach
BALE, J. (1989): Didáctica de la Geografía en la escuela primaria. Ed. Morata y MEC. Madrid.

BIELZA DE ORY y otros (1984): Geografía general. Taurus. Madrid.

GRAVES, N. (1989): Nuevo método para la enseñanza de la Geografía. Ed. Teide, Barcelona.

SOUTO GONZALEZ, X.M. (1998): Didáctica de la Geografía. Serval. Barcelona.

PART III. The historic knowledge and its teaching approach
COOPER, H. (2002). Didáctica de la historia en la educación infantil y primaria. Madrid: Morata.

EGAN, K. (1998). Fantasía e imaginación: su poder en la enseñanza. Madrid: Morata.

GUIBERT NAVAZ, Mª. E. (1994). Tiempo y tiempo histórico: un saber que se aprende, un saber que se enseña. Pamplona: Gobierno de Navarra.

MURPHY, J., (2011). Más de 100 ideas para enseñar Historia. Primaria y Secundaria. Graó. Barcelona.

RIVIÈRE, A- Y ORDOÑEZ CUEVAS, A.M. (2023) Cuestionar conceptos históricos. Asociación científica y cultural iberoamericana, ACCI, Madrid.

TORRES BRAVO, P.A. (2001). Enseñanza del tiempo histórico. Ediciones de la Torre. Madrid.

TREPAT, C.A. (1995), Procedimientos en historia. Un punto de vista teórico, Barcelona: Graó.

TREPAT, C.A. y RIVERO, P. (2010), Didáctica de la Historia y multimedia expositiva. Graó. Barcelona.
TRIBÓ TRAVERÍA, G. (2005), Enseñar a pensar históricamente. Los archivos y las fuentes documentales en la enseñanza de la historia, Barcelona. Ice/Horsori.

http://www.unavarra.es/biblioteca

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Location

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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