Download Didactics of Social Sciences Geography

SYLLABUS
Academic year: 2013/14
Subject identification and characteristics
Code
Spanish
denomination
English
denomination
Degree
College
Semester
Module
Subject matter
501619
7,5
ECTS Credits
501668
Didáctica de las Ciencias Sociales: Didáctica Geografía
Didactics of Social Sciences: Geography
BA in Primary Education
College of Education
4
Type
Compulsory
Didactic – disciplinary
Social Sciences Teaching and Learning
Faculty
Name
Office
E-mail
BA.- Francisco España Fuentes
2.12
[email protected]
(Grupos 2, 3 y 4)
10
BA.- Encarnación Masot Martínez
2.07
[email protected]
(G 1 )
CC.- Ana Mº Hernández Carretero
(Grupos 1 y 2)
CC.- Juan José Rodríguez Jiménez
(Grupo 3)
Knowledge area
Department
Teacher
Coordinator
2.2-I
Website
http://dcsll.unex.es
http://dcsll.unex.es
[email protected]
http://dcsll.unex.es
[email protected]
http://dcsll.unex.es
Didactics of Social Sciences
Didactics of Social Sciences, Language and Literature
Francisco España Fuentes
Basic and general competences
CB1 - That students demonstrate knowledge and understanding in a field of study that
builds upon general Secondary Education, and is typically at a level that, whilst supported
by advanced textbooks, includes some aspects from the avant-garde of their field of study
CB2 - That students can professionally apply their knowledge and understanding to their
work or vocation and have competences typically demonstrated through devising and
sustaining arguments and solving problems within their field of study
CB3 - That students have the ability to gather and interpret relevant data (usually within
their field of study) to inform judgments that include reflection on relevant social, scientific
or ethical issues.
CB4 - That students can communicate information, ideas, problems and solutions to both
specialist and non-specialist audiences.
CB5 - Que los estudiantes hayan desarrollado aquellas habilidades de aprendizaje necesarias
para emprender estudios posteriores con un alto grado de autonomía
CG1 - To be familiar with the interdisciplinary nature of Primary Education curricular areas,
the assessment criteria and the body of didactic knowledge required for teaching and
learning processes.
CG2 – To design, plan and evaluate teaching and learning processes, both individually and
in collaboration with other teachers and staff at a school.
CG4 - To design and regulating learning spaces in diverse contexts that respect gender
equality and human rights, and that satisfy the values of citizen training
CG8 - To maintain a critical and autonomous relationship with respect to knowledge,
values, and public and private social institutions.
CG9 - To value individual and collective responsibility in achieving a sustainable future.
CG10 - To reflect on classroom practices to innovate and improve teaching. Acquiring
habits and skills for cooperative and autonomous learning and promoting these values in
students.
CG11 – To know and apply information and communication technologies in the classroom.
Selectively distinguish audiovisual information that contributes to learning, civic formation
and cultural richness.
Specific competences
CE31 – To understand the basic principles of Social Sciences
CE32 – To know the Social Sciences curriculum
CE33 – To integrate historical and geographical studies from an instructive and cultural
perspective
CE34 – To promote citizens’ democratic education and critical thinking
Fomentar la educación democrática de la ciudadanía y la práctica del pensamiento social
crítico.
CE35 – To appreciate the relevance of public and private institutions for the peaceful
coexistence of people
CE36 – To know about religious facts throughout history and their influence on culture
CE37 - To develop and evaluate curriculum content through appropriate teaching resources
and promote the students’ acquisition of competences related to Social Sciences
Transversal competences
CT1 – To be able to communicate information, ideas, problems and solutions to both
specialist and non-specialist audiences.
CT1.1 - To publicly present ideas, problems and solutions in a logically structured way,
both orally and in writing, at a C1 level of Spanish, according to the Common European
Framework of Reference for Languages.
CT1.3 - To use ICT as an essential tool for intellectual work, information, learning and
communication.
CT1.4 - To manage and use social and interpersonal skills in the relationships with others
and work cooperatively in multidisciplinary groups.
CT2 - To be able to apply the necessary learning skills to undertake further study with a
high degree of autonomy.
CT2.2 - To efficiently use a variety of resources, techniques and learning strategies to
ensure autonomous, continuous and responsible lifelong learning
CT2.3 - To update knowledge in the socio-educational field through research and to be able
to analyze future trends
CT2.4 - To maintain an innovative and creative attitude in the practice of their profession.
CT3 - To acquire and demonstrate an ethical commitment as a professional, enhancing the
idea of integral education, critical and responsible attitudes and ensuring effective equality
of women and men, equal opportunities, universal accessibility for people with disabilities
and the values of a culture of peace and democracy
CT3.1 - To understand the evolving nature and plurality of current societies and develop
attitudes of respect, tolerance and solidarity towards different social and cultural groups.
CT3.2 – To understand and practice the values of democratic societies such as tolerance,
solidarity, justice, non-violence, freedom, responsibility and equality, and in general, use
value systems like the Declaration of the Rights of Man.
CT3.3 - To be conscious of the right to equal treatment and opportunities for women and
men, implementing and promoting measures to eliminate obstacles to the full and effective
equality between them
CT3.4 - To be aware of disabled people’s right to equal opportunities and implement
measures to prevent or compensate for these people’s disadvantages to fully participate in
the political, economic, cultural and social life
CT3.5 - To promote and encourage the values of a culture of peace
CT3.6 - To think critically and logically about the need to eliminate all forms of
discrimination, direct or indirect, in particular racial, against women or derived from sexual
orientation or disability
Themes and contents
Brief description of content
Geography and teaching in Primary School Education. Geography curriculum. Learning and
building geographic concepts. The educational value of Geography. Teaching strategies,
methodology, materials and resources. Treatment and difficulties.
Landscapes: from theory to teaching practice.
Landscapes and physical space: the relationship between humanity and its environment, difficulties
and teaching strategies.
Human activities and cultural landscapes: perceptions, conceptions and teaching resources.
Using new technologies.
Evaluation and design of Geography teaching resources and materials
Subject units
Unit 1: Teaching Geographic Science in Primary School
Contents: Didactics of Geography: the evolution of geographic thought. Knowledge of the
natural, social and cultural environment. The educational value of Geography: aims and
objectives.
Unit 2: Contents of Geography in Primary School: landscapes and physical
environment
Contents: The Earth, stage of human life. Analysis of the elements of the physical
environment. Man's relationship with the physical environment. The great "Natural"
landscapes. Compilation of physical environment contents: issues and challenges of the
teaching process. Introduction to observation, quantification, description and classification
techniques applied to the study of the Physical Environment.
Unit 3: Representation of geographic space
Contents: Development of spatial concepts in children. Spatial representations: models,
plans and maps. Teaching mapping skills. The use of cartographic material in the classroom.
New technologies in the process of teaching how to think about the space.
Unit 4: Contents of Geography in Primary School: space as a human creation, cultural
landscapes
Contents: The occupation of space by mankind: evolution and dynamics. Current
population: evolution, distribution and structure. Economic space: manufacturing sectors,
spatial division, globalization, unequal development. Inhabited space: evolution and trends.
The urban space: evolution and problems. Learning and teaching resources for the study of
the humanized landscape.
Unit 5: Strategies for teaching and learning Geography
Contents: Evolution of spatial concepts learning processes in Primary School. Interactive
methods and methodological innovation for space teaching and learning. Materials,
resources and methodological guidance. Geography learning difficulties.
Training activities
Student working hours per unit
Attendance
Monitoring Autonomous
Unit
Total LG
SL
ST
PS
1
21
4
2
15
2
33
8
3
22
3
34
10
2
22
4
34
9
3
22
5
26
5
5
16
2
36
15
97
Global evaluation
LG: Large group (100 students).
SL: Seminar/Laboratory (hospital internship = 7 students; laboratory or field internship =
15; language laboratory or ICT room internship = 30, problem classrooms, seminars or case
studies = 40).
ST: Scheduled Tutorial (teacher monitoring, ECTS tutorials).
PS: Personal study, individual or team projects and readings from bibliography
Evaluation system
- Training activities for the presentation of skills and procedures obtained from individual
work by the student will be assessed through a written test (70% of total score). This test
will assess students’ knowledge and expertise.
- Training activities carried out and submitted by the student during the development of the
course (attendance to seminars and individual or collaborative activities and projects) will
be subject to continuous assessment and unrecoverable both in ordinary and extraordinary
calls. This evaluation, according to the competences related to each training activity, will
consider the attendance to classes and seminars, submission of written documents (practices,
essays, reports or presentation summaries) and oral presentations (30% of total score).
In any case, it is necessary to obtain at least 50% of the written test grade to pass the
subject
Grading system:
• The current grading system will be applied each time, now, the one in the RD 1125/2003,
article 5.
• The results obtained by the student in each of the subjects of the curriculum will be graded
according to a numerical scale from 0 to 10, with one decimal, which may be added the
corresponding qualitative rating: 0 4.9 : D grade, 5.0 to 6.9: C grade, 7.0 to 8.9: B grade, 9.0
to 10: A grade. The mention “with distinction” may be awarded to students who have
achieved a score equal to or above 9.0. Its number will not exceed 5% of the students
enrolled in a course in the corresponding academic year, unless the number of students
enrolled is less than 20, in which case there would only be one mention.
Assessment criteria:
1.- Clarity, rigour and accuracy in the conceptual and procedural matters related to
Geography
2.- Accuracy and creativity with respect to knowledge and application of one’s own
teaching methodologies of Geography in Primary School.
3.- Command of the geographical location principle present in all thematic blocks.
4.- Scientific rigour, effort and creativity in presentations, papers, written tests or
interventions.
5.- Good command of written and oral expression
6.- Attendance
Bibliography and other resources
Basic bibliography:
ABELLAN, A.; FERNÁNDEZ MAYORALAS, G.; RODRIGUEZ, V. y ROJO, F. (1991):
La población del Mundo. Editorial Síntesis.
AGUILERA ARILLA. Mª JOSE Y OTRAS/O.( 1999) Geografía General I y II( Gª Fisica y
Humana). Ed. UNED..
AGUILERA ARILLA. Mª JOSE y OTRAS/O.( 1999) Ejercicios prácticos de Gª Fisica.
Ed. UNED
AZCÁRATE LUXÁN, B. Y OTROS (2009) Grandes espacios geográficos. UNED.
Madrid.Ley Orgánica 2/2006, de 3 de mayo, de Educación, BOE 4 de mayo.
AA.VV., (2003). Introducción a la Geografía. Ed. Centro de Estudios Ramón Areces.
Madrid.
AA.VV., (2011).Didáctica del Conocimiento del Medio Social y Cultural en la Educación
Primaria”.Sintexis.Madrid.
BALE, J. (1989).Didáctica de la Geografía en la Escuela Primaria. Morata. Madrid.
BAILEY, P. (1983): Didáctica de la Geografía. Cincel. Madrid.
BENEJAM, P. Y OTROS (2002). Las Ciencias Sociales: Concepciones y procedimientos.
Graó. Barcelona.
CALAF MASACHS, R Y OTROS (1997).Aprender a enseñar Geografía. Oikos-Tau.
Barcelona.
COMES SOLÉ, P.; LABARIAS VICENTE, R. Y DE LA CRUZ MONTERO, E.: Los
croquis. Íber, Didáctica de las Ciencias Sociales, Geografía e Historia [Versión electrónica].
Núm. 13, 1997.
DELGADO, C. y ALBACETE, C. (1996).Conocimiento del medio social y cultural. ICE.
Universidad de Murcia
FRIERA SUAREZ, Florencio (1995).Didáctica de las Ciencias Sociales. Ed. de la Torre.
Madrid.
GARCÍA RUIZ, A. L (2003).El conocimiento del medio y su enseñanza práctica en la
formación del profesorado de educación primaria. Natívola. Granada.
GARCÍA RUIZ, C. et al. (2005). Enseñar Ciencias Sociales en una sociedad multicultural.
Una mirada desde el Mediterráneo. Nativola. Granada
GARCÍA RUIZ, A. L Y JIMÉNEZ LOPEZ, J. A. (2006) Los principios científicosdidácticos: Nuevo modelo para la enseñanza de la Geografía y de la Historia. EUG.
Granada.
GALINDO, RAMIREZ Y RODRIGUEZ.El conocimiento del medio en la educación
Primaria. Koine. Toledo.
GEORGE PIERRE.( 1974) Geografía Urbana. Ed. Ariel Colección La geografía y sus
problemas.
HERNÀNDEZ, F.X.Y CARDONA, G. ( 2011): Cartografía y concepto de espacio. Aula de
didáctica. Íber Didáctica de las Ciencias Sociales, Geografía e Historia, núm. 67, enero
2011.
HERNÁNDEZ CARDONA, F.X. (2007): Didáctica de las Ciencias Sociales, geografía e
historia. Editorial Graó. Barcelona.
JOAN PAGÉS(1994). La didáctica de las ciencias sociales, el currículum y la formación
del profesorado. Signos, Teoría y Práctica de la Educación. Año 5 – núm. 13- Octubrediciembre.
LICERAS RUIZ, A.(2000).Tratamiento de las dificultades de aprendizaje en
CienciasSociales.GEU. Granada.
LICERAS RUIZ, A. (2003).Observar e interpretar el paisaje. Estrategias didácticas.
GEU. Granada.
MOLINERO HERNANDO, F. (2006): La evolución de la agricultura en España: tradición,
modernización y perspectivas. En Norba, revista de Geografía. Nº. XI. Servicio de
Publicaciones de la Universidad de Extremadura.
PUYOL Rafael/ ESTEBANEZ, José / MENDEZ, Ricardo (1992). Geografía Humana. Ed
Cátedra
PRATS, JOAQUIN ( Coord.).(2011) Didáctica de la geografía y la historia. Grao.
Barcelona.
REQUES VELASCO, P. (2011). El Factor D. Los nuevos retos demográficos de la España
actual. Ed. Cinco Días.
REVISTA IBER: Migraciones y exilios. Nº. 62.
RODRÍGUEZ LESTEGÁS, F.( 2002): Concebir la Geografía Escolar desde una Nueva
Perspectiva: una Disciplina al servicio de la Cultura Escolar. Boletín de la A.G.E. N.º 33 –.
SOUTO GONZALEZ, X.M. (1998).Didáctica de la geografía. Ed. del Serbal. Barcelona.
- Geografía y Ciudadanía. Espacio Público Educativo y Geografía Escolar: Los Retos para
una Formación Ciudadana.
TREPAT C.A. y COMES, P. (2002): El tiempo y el espacio en la didáctica de las Ciencias
Sociales. Ed. Graó. Barcelona.
TURIEL y otros (1989): El mundo social en la mente infantil. Alianza. Madrid.
SÁNCHEZ BARRICARTE, J. J (2008): El crecimiento de la población mundial.
Implicaciones socioeconómicas, ecológicas y éticas. Tirant lo Blanch. Valencia.
VILARRASA y COLOMBO (1988): Mediodía. Ejercicios de Exploración y representación
del espacio. Grao. Barcelona.
VARIOS (1997).Problemas eco-geográficos y didáctica del medio. NauLLibres, Valencia.
Webgraphy:
http://www.educarex.es
http://www.juntadeandalucia.es/averroes/centros-tic
www.cnice.mecd.es
www.profex.educarex.es
www.portaldocente.com
www.aulaintercultural.org
www.guiaderecursos.com
http://encarniblog.blogspot.com/
Office hours
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