The teaching of Social Sciences Didactics through Latin American cinema

En estas líneas pretendemos conocer la situación del uso de los medios audiovisuales en el aula que tan relegados están en comparación a otros recursos educativos. Hemos tenido en cuenta que, dentro de la práctica docente, la elección de los recursos didácticos viene determinada, en gran medida, por la rigurosidad en la consecución de los objetivos estipulados para cada nivel educativo, en las limitaciones horarias y en la falta de un mínimo de recursos. Presentamos una serie de interrogantes realizadas a los alumnos y alumnas del Grado de Magisterio de Educación Primaria a modo de muestra que tienen como finalidad introducir el mundo del cine en las aulas. La enseñanza a través del cine nos ofrece una beneficiosa cualidad, que difiere de otras disciplinas, consecuencia de que la imagen está presente como un elemento normalizado en el desarrollo de la persona desde sus primeros años de vida. Sirviéndonos de las Ciencias Sociales presentamos una serie de actividades para analizar la realidad social, histórica, política, económica… de latinoamericana a través de una selección de filmes. Creemos que el uso de una metodología lúdica y relajada es un elemento dinamizador y motivador del aula que enriquece la labor de enseñanza-aprendizaje.In these lines we intend to know the situation of the use of audiovisual media in the classroom that are so relegated compared to other educational resources. We take into account that, within the teaching practice, the choice of teaching resources is determined, to a large extent, by the rigor in the achievement of the objectives stipulated for each educational level, in the time constraints and in the lack of a minimum of resources. We present a series of questions asked to the students of the Teaching Degree of Primary Education as a sample that have as their purpose to introduce the world of cinema in the classrooms. Teaching through cinema offers us a beneficial quality, which differs from other disciplines, as a result of which the image is present as a normalized element in the development of the person from the first years of life. Using social sciences, we present a series of activities to analyze the social, historical, political, economic reality ... of Latin America through a selection of films. We believe that the use of a playful and relaxed methodology is a dynamic and motivating element of the classroom that enriches the work of teaching and learning.peerReviewe

Experience of digital competences and use of heritage in the Social Sciences didactics

Una de las tendencias más seguidas en la Didáctica de las Ciencias Sociales en la actualidad es la incorporación progresiva de tecnologías y recursos digitales al proceso de enseñanza-aprendizaje. El uso de estos recursos tiene una alta carga motivacional en el alumnado y contribuye a completar las aportaciones de otros recursos utilizados de manera tradicional en esta área de conocimiento, como es el uso del patrimonio histórico y cultural. Este trabajo es una combinación de ambos tipos de recursos, aplicado al aprendizaje de los contenidos relacionados con el sistema feudal, en la asignatura de Historia en 2º de ESO.One of the most followed trends in the Social Sciences Didactics at present is the progressive incorporation of digital technologies and resources to the teaching-learning process. The use of these resources has a high motivational load on the students and contributes to completing the contributions of other resources used in a traditional way in this area of knowledge, such as the use of historical and cultural heritage. This experience is a combination of both types of resources, applied to the learning of the contents related to the feudal system, in the subject of History in 2nd of ESO

Perceptions of Colombian Teachers about the Didactics of Social Sciences

The article seeks to answer the question about the perceptions that teachers have in training and in practice on the didactics of the social sciences in Colombia. To this end, a method with an interpretative approach with a mixed design is used to integrate the quantitative and qualitative analysis of the data produced on these perceptions in the context of basic and secondary education. The results present from the perceptions of teachers some correlations between the didactics they claim to use and the way in which it is expressed in their pedagogical practice. The conclusions contribute to the design, implementation, and evaluation of educational policies in education, especially those aimed at improving the teaching and learning processes of the social sciences at different educational levels

The social invisibility of Mapuche people in the teaching of History in Chile

This article proposes a substantive theory intended to explain the Mapuche people’s social invisibility phenomenon in the History and Social Sciences school curriculum, based on what elementary school teachers think, say and do in Chile. The research method was designed using Grounded Theory through its systematic and reflexive modality.This study was developed by means of a triangulation method combining questionnaires, interviews and participant observations, applied to elementary school teachers. The investigation integrated the different elements of Grounded theory into an organizational scheme that included the structure proposed by Strauss and Corbin (2002) and the research process for the purpose of developing our theory. The data codification process was conducted with the help of ATLAS.ti software. The results show an oficial knowledge policy that operates within the curriculum and makes the Mapuche history and memory invisible in the History school curriculum. Furthermore, there are certain mechanisms that intervene in the maintenance of this social invisibility, such as standardized tests, the professional development of elementary school teachers and the educational community.El artículo propone una teoría sustantiva que busca explicar el fenómeno de la invisibilidad social del pueblo mapuche en el currículo escolar de Historia y Ciencias Sociales a partir de lo que piensan, dicen y hacen los profesores y profesoras de educación primaria en Chile. La investigación se llevó a cabo través de la teoría fundamentada en su modalidad sistemática y reflexiva. El estudio se desarrolló a partir de la triangulación de cuestionarios, entrevistas y observaciones participantes aplicadas a docentes del ciclo básico. El proceso de investigación integró los diversos componentes de la teoría fundamentada en un esquema organizativo que incluyó la estructura propuesta por Strauss y Corbin (2002) con el objetivo de formar nuestra teoría. La codificación de los datos fue realizado con el apoyo del software ATLAS.ti. Los resultados revelan una política oficial del conocimiento que opera en el currículo y que transforma en invisible la historia y la memoria mapuche en el currículo de Historia. Además, intervienen ciertos mecanismos que mantienen la invisibilidad social como las pruebas estandarizadas, la formación de docentes y la comunidad educativa

Narratives as a Didactic Resource in the Social Sciences to Teach Sustainable Development: A Study with Primary Education Students

The environment should be incorporated transversally into all human activities, especially the different areas of education. However, this is not always the case. In these pages we present a study carried out during the 2021/2022 academic year among students studying for a degree in Primary Education at the University of Cordoba, to analyze narratives as resources for teaching pupils about the environment and sustainable development, mainly through the dissemination and knowledge of the Sustainable Development Goals (SDGs). Data on the didactic experience was collected from a potential sample of 217 teachers to be via a questionnaire validated by experts, which was subjected to reliability analysis with Cronbach’s Alpha, using the SPSS program, version 25.0 for Windows. The trainee teachers reacted positively to the use of narratives as resources for teaching and learning about the environmental contents of the SDGs, considering them an ideal pedagogical resource to transmit concepts effectively, in addition to serving to develop other types of competences. Likewise, they concluded that this intervention provided significant coverage of both the theoretical and practical contents of sustainable development

Teaching geography for a sustainable world: a case study of a secondary school in Spain

Geography has a major responsibility in delivering education for sustainable development (ESD), especially because the geographical concepts of place and space are key dimensions for the analysis and pursuit of sustainability. This paper presents the results of a research that investigated how the teaching of geography in secondary education in Catalonia (Spain) contributes to ESD. For the development of this research it was explored what is involved in understanding and resolving issues about sustainable development and how geography teachers might best conceptualize and teach in this new domain. As a result of this theoretical reflection it has been defined a proposal or model for reorienting the geography curriculum from the basis of the ESD paradigm, which is based and structured in four groups of criteria and recommendations as follows: recommendations for defining competences and learning objectives; criteria for selecting geographical contents and themes; criteria for selecting geographical areas and for the use of scale; and finally, recommendations for choosing the most suitable teaching and learning approach

Los mapas auto-organizados para la evaluación de la investigación de tesis doctorales : el caso de la Didáctica de las Ciencias Sociales en España

This paper has as main objective to demonstrate how the use of neural networks, self-organized maps type, is a potentially clarifying tool in the treatment, analysis and visualization of scientometric data, specifically, in the case of the analysis of the Spanish doctoral theses in teaching Social Sciences, indexed in TESEO database and defended between 1976 and 2014. A census of 301 doctoral theses has been recovered, analyzed according to autonomous communities (Andalusia and Catalonia), five-year term groups, thematic categories and educational stages. In Andalusia, research has concentrated its production in the stages of Primary and Secondary Education, and in the thematic of Didactics of Geography. The dissertations production is highest in the five-year period 1986-1990 and 2001-2005. In Catalonia, research deals mainly with the stages of Secondary and Higher Education, and the theme of Didactics of Social Sciences. The most productive five-year periods in Catalonia were 1991-1995, 1996-2000, 2001-2005 and 2006-2010

No Prestige, No Money, No Contribution? The German Social Sciences’ Didactics and the Omissions of Sociology: What it is All About

Kein Abstract vorhanden No Abstract availabl

Students’ Social Representations of Forced Migration as a Relevant Social Problem and Its Curricular Inclusion at the End of Primary School

[Abstract] The purpose of this paper is to assess students’ social representations of forced migration as a relevant social problem in the last year of primary education and the opportunity for its curricular inclusion. The study was carried out by means of a questionnaire, filled in by 6th-year primary education groups (11–12 years old) (n = 70), in a state-supported private school in the city of A Coruña (Galicia, Spain). The questionnaire was supported by three pictures of forced migrations from the media. In this case, the children had to interpret the pictures through a series of questions that sought to investigate their representations, the causes they identify in this social problem, their opinions, and possible solutions. Finally, the opportunity for the inclusion of social problems as curriculum content was addressed. The study shows that the students are in favor of migrants, that they use concepts from the social sciences in their arguments—albeit simple ones, and that they are in favor of the curricular inclusion of social problems, in which they develop representations through different sources of information.Ministry of Science and Innovation of the Government of Spain; PID2020-117147RA-I0

Visibilidades del campo de la didáctica de las ciencias sociales en la Licenciatura en educación básica con énfasis en Ciencias Sociales- Universidad de Antioquia 2002-2017

RESUMEN: El presente estudio analiza la forma como se visibilizó un posible campo de la didáctica de las ciencias sociales en la Licenciatura en ciencias sociales de la Universidad de Antioquia en el lapso 2002-2017, a partir de su relación con las tensiones presentes en los procesos de formación de maestros. De manera específica, se describen los conceptos que sobre este saber circularon en el programa, así como se caracterizan los autores y sus elaboraciones con el propósito de analizar la interacción entre un posible campo de la didáctica de las ciencias sociales y las tensiones en los procesos de formación de maestros. Esta investigación se inscribe dentro de una perspectiva postestructuralista, en la cual se emplea la investigación documental como método para la obtención y el análisis de la información. En esta medida, se realizó un trabajo cuyo punto de partida fue la construcción de un archivo documental, y posteriormente, se tematizaron los registros y se establecieron unas directrices temáticas. Tal labor permitió la generación de una conceptualización que pone en discusión la multiplicidad de consideraciones con respecto a la didáctica de las ciencias sociales que circula en el programa y su relación con las tensiones presentes en los procesos de formación de maestros.ABSTRACT: This study analyzes the way a possible field of Social Sciences Didactics was made visible in the University of Antioquia Social Sciences Degree during the period 2002-2017, from its relation with the tensions in the teachers training processes. The concepts that were present in the program about this knowledge are described, as well as the authors and their works are categorized specifically, in order to analyze the interaction between a possible field of Social Science didactics and the tensions in the teachers training processes. This research shows a poststructuralist perspective, where documentary research is used as a method for obtaining and analyzing information. In line with this, this work was carried out having as a starting point the construction of a documentary archive, and subsequently, the records were thematized and thematic guidelines were established. This allowed to create a conceptualization that discusses the multiplicity of considerations regarding the Social Sciences didactics that are present in the program and its relationship with the tensions in the teachers training processes