All year and compulsory subject in the disciplinary training of the third year of Primary Education participates in the First and Fourth Year courses taught by the Department of Didactics of Social Sciences making the bridge with the first year of Social Science in the training of disciplinary content they come to complete their four-month lesson of Didactics I. At the same time, the training process consists of the fourth part of the department that they offer. Therefore, they will be carried out towards educational intervention in the field of innovation (in Bilbao), or in the Social Sciences workshop (Donostia-San Sebastián) or in interculturality (In Vitoria).

Social Science and their Didactics II are included in Module 5, the name of this module is "Skills" Escolares y Curriculum Vasco-Escolar Competencias y Euskal Curriculuma & # 8221; (Bilbao and Vitoria) or & # 8220; Development of Competences in School & # 8221; (Donostia).

The objective of this lesson is the basic principles of Social Science, their educational contributions and this area It is the understanding of the development of the school curriculum, which is necessary for the teaching activity in this area with competences, roles and professional criteria.

The contents and activities in this lesson will allow them to immerse themselves in educational issues and debates Students, as well as didactic concerns that arise in the teaching-learning process of Social Sciences is what to show, what to show, how to create teaching-learning situations and what and how to evaluate.

In short, its mission is to train students as professionals of reflection, Primary Social and Cultural Education which will be able to analyze, interpret and propose lines of intervention in the curriculum in the classroom, and in the classroom which will be competitors in practice.

In order to develop this subject without excessive difficulty, the first year of Social Science is required the disciplinary knowledge of the training content of their Didactics I lessons, and the content of the subjects in previous years skills transfer ability.

The five competences to be obtained include:

-E1. Understand the basic principles and social contributions of Social Sciences.

-E2. Analyze the curricular components of the Social Sciences, as well as for professional conduct, both the criteria and the roles.

-E3. Know how to integrate the historical-geographical study of the environment from an instructive and cultural point of view. The practice reflected on the problems and challenges that respond to the needs of the students, as well as gender equality, cultural diversity and human rights.

-E4. Study and design of the development of curriculum content in Social Sciences.

-E5. Understand and apply tools for evaluation of Social Science curriculum contents. The general objectives to be achieved are:

-Examining the curriculum of the Social and Cultural Environment in Primary Education.

- Identify and value the contributions of Social Sciences in school, geographical space, historical time and as regards teaching-learning in social studies.

-To interpret the curriculum in the choice of school content related to the study of the social, organizational and depending on the different criteria that can be considered in the sequencing.

-To analyze the basic concepts of Social Sciences, as well as the teaching of Social Science in Primary Education. Problems posed in the process.

- Critically analyze and value didactic materials in Primary Education.

- Design sequence proposals to be developed in the classroom in Primary Education.



LEARNING RESULTS

E1)

- Define the field of knowledge of Social Sciences and their different disciplines, as well as the field of Social Didactics.

- Components of the knowledge structure of social sciences as well as the sequence of scientific methods identify them.

- Distinguish the characteristics of the different knowledge paradigms of Social Sciences.

- Knowledge of epistemological disciplines in the social building of primary education, identifying their different implications

- Use social knowledge to interpret everyday social phenomena.

- Explains the value of the education of history, geography and other social sciences.

E2)

- Characteristics of educational regulations and their curriculum in Social Sciences, describing the implications, the aims, competences, content and structure of Social Sciences area.

- Textbooks and teaching-learning materials in Primary Education. The different ways of structuring social knowledge in the curriculum, the influence of different educational laws…

- Cross-disciplinary, multidisciplinary and interdisciplinary aspects of Social Science in the Curriculum. It distinguishes the implications to open to other areas of knowledge.

- Role, competence and concern for the practice of teaching-learning in Social Sciences.



E3)

- Social knowledge and relevant social issues to create teaching-learning situations.

- Social Science teaching models applied to the curriculum of Social Science curriculum.

- Knowledge of history, geography and other social sciences. It focuses on teaching-learning activities, from an integrative point of view and value- in line with education.

E4)

- From different environments (publishing houses, schools, innovation groups, technology environments) analyzes the different proposals for the development of curricular content in Social Sciences.

- Design and make curricular materials and teaching proposals.

- Use the resources dedicated to the environment to carry out the curriculum proposals.

E5)

- Create and apply appropriate assessment criteria for different content in the curriculum.

- Describes the characteristics of different assessment tools, as well as their suitability for different competences.



INDIRECT LEARNING RESULTS.

-Devises ideas and beliefs of self-acceptance, accepting different ways of thinking.

-Identifies and analyzes the interdisciplinary aspects of the curriculum in Social Sciences. Taking into account the content of the science, teaching-learning methodology and learning processes.

- Read, understand and synthesize texts of different scientific records, with social problems and recognize their views, identifying different interpretations and their purposes.

- Individual and group learning activities, taking responsibility for the work assigned in accordance with the minimum criteria of assessment determined.

1 LESSON: BASIC PRINCIPLES OF SOCIAL SCIENCES.

The essence of this theme is the understanding of the basic principles of Social Sciences, the creation and evolution of these sciences, the structure, etc. analyzing epistemological and educational contributions.

2. LESSON: SOCIAL SCIENCES CURRICULUM IN PRIMARY SCHOOL

The evolution and components of the current Primary Education curriculum in the Social Sciences are analyzed, in accordance with the regulations that establish the Social and Cultural Environment Knowledge and taking into account the necessary competences, behaviors and criteria for teachers in this field.

3. LESSON: SOCIAL STUDY (HISTORIC, GEOGRAPHICAL) INSTRUMENT AND CULTURAL AUDITIONS.

Social studies are understood from an open perspective, responding to the demands of society and the personal development of the students, giving the values related to citizenship through the educational and cultural orientation based on problem-solving learning.

4. LESSON: DEVELOPMENT OF SOCIAL SCIENCES CURRICULUM CONTENTS: SOCIAL SCIENCES TEACHING RESOURCES, METHODS AND EXPERIENCES.

Understand the different developments in the content of the Social Sciences curriculum and the knowledge of the resources, methods and experiences used in its teaching-learning process, providing options for designing teaching units.

5. LESSON: EVALUATION OF SOCIAL SCIENCES CURRICULUM

Understand and apply tools for evaluation of Social Science curriculum contents.

TEACHING ACTIVITIES ACTIVITIES

The teacher's explanations about basic content will be combined with individual and group work.

In both cases, the active participation of students, the reflection on the content and their responsability for the learning process are essential.

• Sistema de Evaluación Final
• Herramientas y porcentajes de calificación:
  • Prueba escrita a desarrollar (%): 40
  • Trabajos individuales (%): 20
  • Trabajos en equipo (resolución de problemas, diseño de proyectos) (%): 20
  • MODULE (%): 20

A. DAY BY DAY EVALUATION (CONTINUOUS), individual work, group work, presentations and written tests. Whatever the evaluation method, it is compulsory to pass all the sections to pass the subject.

B. FINAL EVALUATION: following the regulations of the UPV / EHU, final proof (during the course and written work) for students with the right to do it: 100%.

If she does not pass the usual call, califications taken from activities and interdisciplinary work will be kept for unusual call, but not for the next course.

-BOE, BOPV: curriculum dekretuak:

-REAL DECRETO 1513/2006, de 7 de diciembre, por el que se establecen las enseñanzas mínimas de la Educación primaria. La Ley Orgánica 2/2006, de 3 de mayo.

-175/2007 DEKRETUA, urriaren 16koa, Euskal Autonomia Erkidegoko Oinarrizko Hezkuntzaren curriculuma sortu eta ezartzekoa. 2007ko azaroaren 13ko 218.ari egindako eranskina.

-97/2010 DEKRETUA, martxoaren 30ekoa, Euskal Autonomia Erkidegoan Oinarrizko Hezkuntzaren curriculuma sortu eta ezartzeko den Dekretua aldatzen duena.

-LEY ORGÁNICA 8/2013, de 9 de diciembre, para la mejora de la calidad educativa.

-REAL DECRETO 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria.

-236/2015 Dekretua, abenduaren 22koa, Oinarrizko Hezkuntzaren curriculuma zehaztu eta Euskal Autonomia Erkidegoan

ezartzen duena (EHAA, 2016-01-15)

-Computer.

-Audiovisuals

- Social Science and Environmental Knowledge Textbooks.

Bibliografía básica

Elementary



DOMINGUEZ GARRIDO, Mª C. (2004). Didáctica de las Ciencias Sociales, Pearson Prentice Hall, Madrid.



FELIU, M., eta HERNÁNDEZ CARDONA, F.X. (2011). 12 ideas clave. Enseñar y aprender historia. Grao: Barcelona.



HANNOUN, H. (1977). El niño conquista el medio. Kapelusz. Buenos Aires.



LOPEZ ATXURRA, R. (1987). Historia, Zientzia Sozialak eta Hezkuntza, UPV-EHU, Bilbo.



ROZADA MARTINEZ, J.M. (1997). Formarse como profesor. Ciencias Sociales, Primaria y Secundaria Obligatoria. Guía de textos para un enfoque crítico, Ed. Akal, Madrid.



SANTISTEBAN, A., eta PAGÈS, J. (2011): Didáctica del Conocimiento del Medio Social y Cultural en la Educación Primaria. Síntesis. Madrid.







To deepen



AVILA, R Mª; LOPEZ ATXURRA, R; FERNANDEZ DE LARREA, E., (2007) Las competencias profesionales para la enseñanza aprendizaje de las Ciencias Sociales ante el reto europeo y la globalización, AUPDCCSS, Bilbao.



BALE, J. (1989). Didáctica de la Geografía en la Escuela Primaria. Morata. Madrid.



COMES, P. y TREPAT, C. (1998). El tiempo y el espacio en la didáctica de las ciencias sociales. Graó. Barcelona.



COOPER, H. (2002). Didactica de la Historia en la educación infantil y primaria. Madrid: Morata.



MURPHY, J. (2011) Más de 100 ideas para enseñar historia. Primaria y secundaria. Grao. Barcelona.



PLUCKROSE, H. (1993). Enseñanza y aprendizaje de la historia. Madrid, MEC. Ed. Morata.



SOUTO, X.M., (1998). Didáctica de la Geografía. Problemas sociales y conocimiento del medio. Barcelona. Ediciones del Serbal



TREPAT, C.A., y RIVERO, P. (2010). Didáctica de la Historia y multimedia expositiva. Barcelona. Grao.



Journals



IBER. Didáctica de las Ciencias Sociales, Geografía e Historia.

Enseñanza de las Ciencias Sociales



CONCIENCIA SOCIAL



TANTAK



Internet resources



http://www.didactica-ciencias-sociales.org



http://www.ub.es/histodidactica/



http://www.educacionsocialyciudadana.com/es/index-personal.php?idArea=3 (Web de Rafael López Atxurra)



http://educalab.es/-/nuevo-portal-web-para-la-lomce

Bibliografía de profundización

To deepen

AVILA, R Mª; LOPEZ ATXURRA, R; FERNANDEZ DE LARREA, E., (2007) Las competencias profesionales para la enseñanza aprendizaje de las Ciencias Sociales ante el reto europeo y la globalización, AUPDCCSS, Bilbao.

BALE, J. (1989). Didáctica de la Geografía en la Escuela Primaria. Morata. Madrid.

COMES, P. y TREPAT, C. (1998). El tiempo y el espacio en la didáctica de las ciencias sociales. Graó. Barcelona.

COOPER, H. (2002). Didactica de la Historia en la educación infantil y primaria. Madrid: Morata.

MURPHY, J. (2011) Más de 100 ideas para enseñar historia. Primaria y secundaria. Grao. Barcelona.

PLUCKROSE, H. (1993). Enseñanza y aprendizaje de la historia. Madrid, MEC. Ed. Morata.

SOUTO, X.M., (1998). Didáctica de la Geografía. Problemas sociales y conocimiento del medio. Barcelona. Ediciones del Serbal

TREPAT, C.A., y RIVERO, P. (2010). Didáctica de la Historia y multimedia expositiva. Barcelona. Grao.

Journals

IBER. Didáctica de las Ciencias Sociales, Geografía e Historia.
Enseñanza de las Ciencias Sociales

CONCIENCIA SOCIAL

TANTAK

Internet resources

http://www.didactica-ciencias-sociales.org

http://www.ub.es/histodidactica/

http://www.educacionsocialyciudadana.com/es/index-personal.php?idArea=3 (Web de Rafael López Atxurra)

http://educalab.es/-/nuevo-portal-web-para-la-lomce