social sciences and its didactics - Universidad Católica de Valencia

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PCA-27-F-01 Ed. 00
SOCIAL SCIENCES AND ITS DIDACTICS
Universidad Católica de Valencia
Year 2014-15
Universidad Católica de Valencia “San Vicente Mártir”
2
Course guide Fundamentals of Social Sciences
PCA-27-F-01 Ed. 00
COURSE GUIDE TO FUNDAMENTALS OF SOCIAL SCIENCES
ECTS
MODULE: NATURE AND SOCIAL SCIENCES AND
MATHEMATICAL LEARNING
FIELD: SOCIAL SCIENCES LEARNING
Subject: Social Sciences and its Didactics
Type of learning: Basic and compulsory
education
Teacher:
15
4,5
4,5
YEAR: 4th
Semester: 1st
Department: Mathematics, Natural
Sciences, & Social Sciences
Applied to Education
Ana Blázquez
Vicente Gomar
Juan Gomis
Aureliano Lairón
Jesús Marrodán
Juan Antonio Monzó
Remedios Moril
Javier Ros
Vicent Zuriaga
E-mail:
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
SUBJECT ORGANIZATION
____________________________________________________________________________
SOCIAL SCIENCES AND ITS DIDACTICS
Nº ECTS:
4,5
Duration and temporal location within the curriculum:
Fields and Subjects
Field
ECTS
SOCIAL SCIENCES
LEARNING
4,5
Subject
Social Sciences and its Didactics
ECTS
4,5
Course/
semester
4/1
Universidad Católica de Valencia “San Vicente Mártir”
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COURSE GUIDE TO THE SUBJECT:
FUNDAMENTALS OF SOCIAL SCIENCES
Prerequisites:
GENERAL GOALS
a. To Know the curricular areas of Early Childhood Education
related to Social Sciences.
,
specifically
those
b. To Obtain basic knowledge of Social Sciences (especially of those elements applicable in
Early Childhood Education)
c.
To Create and use didactic resources for teaching Social Sciences applied to Early
Childhood Education
d. To promote techniques of intellectual both autonomous and cooperative work.
CROSS-SECTIONAL COMPETENCES
Competence
measuring scale
1
2
3
1. Knowing the curricular areas of Early Childhood Education,
the interdisciplinary relationship between them, the
assessment criteria and the body of didactic knowledge
surrounding the respective teaching and learning procedures
all the while being able to design and plan learning projects.
2. Promoting and facilitating learning in early childhood from
a twofold perspective both globalizing and integrative of the
different cognitive, emotional, psychomotor and volitional
dimensions.
3. Designing and regulating learning spaces inclusive of
diversity addressing gender equality, equity and respect for
human rights which constitute the values of a citizen's
education.
4. Reflecting on classroom practice to innovate and improve
teaching.
4
x
x
x
x
SPECIFIC COMPETENCES
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Universidad Católica de Valencia “San Vicente Mártir”
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3
4
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Course guide Fundamentals of Social Sciences
PCA-27-F-01 Ed. 00
5. Knowing the scientific, mathematical and technological basis
of curriculum in this stage and the theories for data acquisition and
development of appropriate learning.
6. Knowing the scientific method and promoting both scientific
thinking and experimentation
7. Improving knowledge about history and art history
x
x
x
x
8. Improving knowledge about geography
9. Elaborating didactic activities related to science, technique,
society and sustainable development
10. Promoting interest and respect about natural, cultural and
social environment through appropriate didactic activities
LEARNING OUTCOMES
x
x
COMPETENCES
1.The student understands the basic principles of the
social sciences and its importance in the Early Childhood
Education
2.The student evidences knowledge about Social
Sciences, specifically about Geography, History and Art
History
3.The student uses appropriate resources for teaching
spacial, term, social and cultural concepts in the Early
Childhood Education
7, 6, 8
4. The student elaborates adequate presentations about
scientific topics and Didactics of Sciences.
9, 10
1, 5
2, 3, 4
ON-CAMPUS EDUCATIONAL ACTIVITIES
ACTIVITY
ON-CAMPUS CLASS
Teaching-Learning
Methodology
Teacher presentation of
contents, analysis of
competences, explanation
and in-class display of skills,
abilities and knowledge.
Relationship With
Learning Outcomes
for the subject
ECTS
1-4
0,6
Universidad Católica de Valencia “San Vicente Mártir”
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PCA-27-F-01 Ed. 00
PRACTICAL CLASSES
OFFICE ASSISTANCE
ASSESSMENT
Group work sessions
supervised by the professor.
Case studies, diagnostic
tests, problems, field work,
computer room, visits, data
search, libraries, on-line,
Internet, etc.
Meaningful construction of
knowledge through
interaction and student
activity.
Personalized and small
group attention. Period of
instruction and/or orientation
carried out by a tutor to
review and discuss materials
and topics presented in
classes, seminars, readings,
papers, etc.
Set of oral and/or written
tests used in initial, formative
or additive assessment of the
student
1-4
0,6
1-4
0,4
1-4
0,4
Total
2
INDEPENDENT WORK ACTIVITIES
ACTIVITY
GROUP WORK
Teaching-Learning
Methodology
Group preparation of readings,
essays, problem solving,
seminars, papers, reports, etc.
to be presented or submitted
in theoretical lectures,
practical and/or small-group
tutoring sessions.
Relationship of
Course with
Learning Outcomes
ECTS
1-4
1,2
1-4
1,3
Work done on the university
e-learning platform
( www.plataforma.ucv.es )
INDEPENDENT WORK
Student study: Group
Individual preparation of
readings, essays, problem
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide Fundamentals of Social Sciences
PCA-27-F-01 Ed. 00
solving, seminars, papers,
reports, etc. to be presented
or submitted in theoretical
lectures, practical and/or
small-group tutoring sessions.
Work done on the university
e-learning platform
( www.plataforma.ucv.es )
Total
2,5
SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES
AND ASSESSMENT SYSTEM
Assessment Tool
LEARNING OUTCOMES ASSESSED
Written examination
1-3
Activities
1-4
Allocated
Percentage
50%
50%
Note: In order to pass the subject the student must pass both the theoretical and the practical
content separately. All the works will have a concrete date of execution and delivery.
MENTION OF DISTINCTION:
The mention of Distinction will be awarded to students who have achieved a score equal to or
greater than 9.0. The number of Distinctions granted will not exceed 5% of students enrolled in
a subject in the corresponding academic year unless enrollment is under 20, in which case only
one Distinction may be granted. (Royal Decree 1125/2003).
DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS:
There will be a special group for students who are not enrolling for the first time if they exceed
the occupancy limit of the classroom and a teacher is assigned to that group.
The professor in charge of this group will conduct 4 follow-up sessions and tutoring for 2 hours
each. Assessment of skills and abilities will be done through the scheduled practice sessions In
each session the subject will be developed so as to reinforce the work on the skills that each
student needs to pass the course.
Assessment of content and skills will be made during the examination set in the official calendar
for this course.
Universidad Católica de Valencia “San Vicente Mártir”
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DESCRIPTION OF CONTENTS
DIDACTIC
UNIT
I:
Social
Sciences
and
COMPETENCES
Education:
1, 5
epistemological principles
DIDACTIC UNIT II: History
6, 7
DIDACTIC UNIT III: Art History
6, 7
DIDACTIC UNIT IV: Geography
6, 8
DIDACTIC UNIT V: Teaching of time/ history in Early Childhood
Education
2, 3, 4, 9,10
DIDACTIC UNIT VI: Teaching of space/geography in Early Childhood
Education
2, 3, 4, 9, 10
DIDACTIC UNIT VII: Teaching of art in Early Childhood Education
2, 3, 4, 9, 10
REFERENCES
-
CONSELLERÍA DE EDUCACIÓN: Decreto 38/2008, de 28 de marzo, del Consell, por el
que se establece el currículo del segundo ciclo de la Educación Infantil en la Comunitat
Valenciana. DOGV 5734 (03.04.2008).
-
(2004). Atlas básico de historia universal. Barcelona: Parramón.
-
(2003). Atlas básico de geografía física. Barcelona: Parramón.
-
(2008). Introducción a la geografía. Madrid: Ramón Areces.
-
ARANDA, A.M. (2003). Didáctica del conocimiento del medio social y cultural en
Educación Infantil. Madrid: Síntesis.
-
ÁVILA, R.M, CRUZ, A. y DÍEZ, C., eds. (2008). Didáctica de las Ciencias Sociales,
Currículo Escolar y Formación del Profesorado. La didáctica de las Ciencias Sociales
en los nuevos planes de estudio. Jaén.
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide Fundamentals of Social Sciences
PCA-27-F-01 Ed. 00
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BASSEDAS, E. (2002). Aprender y enseñar en Educación Infantil. Barcelona: Graó.
-
BENEJAM, P., BERGES, L., HERNÁNDEZ, X., IGLESIAS, J., LOSTE, Mª A.,
MARTÍNEZ, Mª R. et al. (2002). Las ciencias sociales: concepciones y procedimientos.
Barcelona: Ed.Graó.
-
BRIONES, G. (2006). Epistemología y teorías de las ciencias sociales y de la
educación. México D.F.: Trillas.
-
CALAF, R. (1994). Didáctica de las Ciencias Sociales. Didáctica de la Historia,
Barcelona: Oikos-Tau.
-
CARR, R., ed. (2007). Historia de España. Barcelona: Península.
-
COOK, C. (2004). Diccionario de términos históricos. Madrid: Alianza Editorial.
-
COOPER, H. (2002). Didáctica de la historia en Educación Infantil y Primaria. Madrid:
Morata.
-
DOMÍNGUEZ, M.C. (2004). Didáctica de las Ciencias Sociales. Madrid: Pearson.
-
DOMÍNGUEZ ORTIZ, A. (2000). España. Tres milenios de historia. Madrid: Marcial
Pons.
-
GARCÍA DE CORTÁZAR, F. (2007). Historia de España. De Atapuerca al Estatut.
Barcelona: Planeta.
-
GOMBRICH, E. H. (1997). La historia del arte. Madrid: Debate.
-
(2005). Breve historia del mundo. Barcelona: Península.
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HERNÁNDEZ, F.X. (2002). Didáctica de las Ciencias Sociales, geografía e historia.
Barcelona: Graó.
-
KINDER, H. y HINGELMANN, W. (2006), Atlas histórico mundial (I). De los orígenes a
la Revolución francesa. Madrid: Akal.
-
KINDER, H. y HINGELMANN, W. (2006), Atlas histórico mundial (I). De la Revolución
francesa a nuestros días. Madrid: Akal.
-
LICERAS, A. (1997). Dificultades en el aprendizaje de las ciencias sociales. Una
perspectiva psicodidáctica. Granada: Grupo Editorial Universitario.
-
(2003). Observar e interpretar el paisaje: estrategias didácticas. Granada: Grupo
editorial universitario.
-
LÓPEZ, F., RUBIO, J., CUADRAT, J.M. (1992). Geografía Física. Madrid: Cátedra.
-
MORADIELLOS, E. (1999). El oficio de historiador. Madrid: Siglo XXI.
-
(2009). Las caras de Clío: una introducción a la historia. Madrid: Siglo XXI.
-
PIQUERAS, J. (1999). El espacio valenciano. Una síntesis geográfica. València: Gules.
-
RAMÍREZ, J.A., dir. (2002). Historia del arte. Madrid: Alianza.
-
REAL ACADEMIA DE LA HISTORIA (2008). Atlas cronológico de la historia de España.
Universidad Católica de Valencia “San Vicente Mártir”
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Madrid: SM.
-
ROBERTS, J.M. (2010). Historia del mundo: de la prehistoria a nuestros días. Madrid:
Debate.
-
ROSSELLÓ, V. M. (1990). Geografia humana del País Valenciano. Barcelona: OikosTau.
-
ROSSELLÓ, V. M., PÉREZ, A. (1998). Manual de geografía física. Valencia: Universitat
de València.
-
SOUTO, X.M. (1998). Didáctica de la Geografía. Problemas sociales y conocimiento del
medio. Barcelona: Serbal.
-
STRAHLER, A.N. y STRAHLER, A.H. (1989). Geografía Física. Barcelona: Omega.
-
THOMAS, H. (1982). Una Historia del Mundo. Barcelona: Grijalbo.
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TREPAT, C. y COMES, P. (2007). El tiempo y el espacio en la didáctica de las ciencias
sociales. Barcelona: Graó.
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TREPAT, C. (1995). Procedimientos en historia. Un punto de vista didáctico. Barcelona:
Graó.
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VV.AA. (2001). La Educación Infantil (0-6 años): Descubrimiento de sí mismo y del
entorno. Barcelona: Paidotribo.
-
VV.AA. Colección Historia del Arte. Historia 16.
-
VV.AA. Cuadernos de arte español. Historia 16.
-
DICCIONARIO ON LINE DE GEOGRAFÍA FÍSICA
http://www.termcat.cat/ca/Diccionaris_En_Linia/124/
-
REVISTA DE HISTORIA ACTUAL
http://www.hapress.com/
-
EL LENGUAJE DEL ARTE
http://clio.rediris.es/arte/index.htm
-
ATLAS CRONOLÓGICO DE LA HISTORIA DE ESPAÑA
http://www.atlasache.es/ver_seccionFija.aspx?id=2
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide Fundamentals of Social Sciences
PCA-27-F-01 Ed. 00
TEMPORAL ORGANIZATION OF LEARNING:
CONTENT/TEACHING UNIT
# OF MEETINGS
1
Social Sciences: epistemological principles
1
2
Introduction to History
3
3
Introduction to Art History
2
4
Introduction to Geography
3
5
6
7
Teaching of time/history in Early Childhood
Education
Teaching of space/geography in Early Childhood
Education
Teaching of art in Early Childhood Education
3
3
2
Universidad Católica de Valencia “San Vicente Mártir”