Universitat Internacional de Catalunya

Teaching and Learning the Social Sciences 1

Teaching and Learning the Social Sciences 1
6
10677
3
Second semester
OB
Main language of instruction: Catalan

Other languages of instruction: Spanish,

Teaching staff


Dra. ROMERO VELASCO, Margarita - mromerov@uic.es

Introduction

The course Teaching and Learning of Social Sciences 1 (CCSS1 - Geography) aims to develop knowledge, skills, and critical perspective for teaching and learning the didactics of geography in primary education. The course covers theoretical principles and activities for designing, managing, and evaluating classroom tasks to support geography learning in Primary Education. Throughout the course, topics such as understanding the physical, social, and cultural environment will be addressed, along with the use of innovative tools and resources to foster meaningful learning in children. Special emphasis will be placed on developing pedagogical skills, such as planning classroom activities, employing active methodologies, and integrating new technologies into the teaching process. The course also aims to reflect on the role of Geography in the holistic development of students, promoting values such as sustainability, global citizenship, and respect for cultural diversity.

Pre-course requirements

  • Competence in expressing oneself clearly and structurally both orally and in writing.

  • Ability to adapt language to communicate complex concepts in a way that is understandable to primary school children according to their developmental stage.

  • Ability to read academic texts in both Catalan and Spanish, and to have appropriate strategies for translating and understanding academic readings in English.

  • Competence in planning and organizing classroom activities, as well as making necessary adaptations for the different developmental stages and needs of children.

Objectives

Block 1: Introduction to the Didactics of Geography
Objectives:

  • Understand what Geography is, its thematic divisions, areas of knowledge, and fields of study.
  • Understand geographical thinking and its evolution.
  • Characterize the main concepts of Physical and Human Geography and their application in Primary Education.
  • Reflect on the educational goals of Geography in shaping children as citizens.
  • Learn about cultural heritage, both tangible and intangible, to teach and develop citizens with heritage awareness, capable of preserving and protecting heritage.
  • Understand the key concepts of geography didactics for primary education in Catalonia.
  • Know and implement the current curriculum based on the document of the “Natural, Social, and Cultural Environment” area from the Department of Education.
  • Know and implement the current curriculum based on the “Basic Competences of the Environment Knowledge Area” document from the Department of Education.

Block 2: Understanding Space in Children and Learning Geography at School, with Family, and in Educational Leisure
Objectives:

  • Analyze how children understand and represent space according to their cognitive development, social context, and family and leisure activities.
  • Develop the competence to design learning situations adapted to different levels of Primary Education.

Block 3: Fundamental Concepts in Geography and Representation of Space
Objectives:

  • Learn the basic concepts of Geography (space, place, landscape, territory, scale).
  • Introduce children to the representation of space.
  • Teach children to use and interpret maps and plans.
  • Represent space to explore land and sea: from terrestrial geography to the geography of the sea and sky.
  • Introduce digital tools and technologies to explore geographical space.

Block 4: Natural Phenomena and Landscape
Objectives:

  • Understand the elements of the physical environment and how they influence landscapes.
  • Raise students' awareness of environmental issues.

Block 5: Organization of Territory and Population
Objectives:

  • Understand how territory is organized at different scales: local, national, and European.
  • Understand urban and rural environments and their dynamics.
  • Children and the city: an approach through the "Cities for Children" project.
  • Explore the concept of smart cities and their implications.
  • Analyze the factors influencing population distribution at both local and global levels.

Block 6: Relationships Between Human Activity and the Environment
Objectives:

  • Understand the evolution of space occupation by humanity over time.
  • Analyze how human activity modifies the physical environment and landscapes.
  • Reflect on sustainability and its local and global applications.
  • Promote values of responsibility and solidarity in the context of territorial and urban organization.

Block 7: Methodologies for Teaching Geography in Primary Education
Objectives:

  • Understand and apply student-centered didactic methodologies.
  • Design activities adapted to Primary Geography.

Block 8: Didactic Resources and Materials
Objectives:

  • Select and create didactic materials to teach Geography.
  • Incorporate digital and traditional resources for geography learning.

Block 9: Geography in Interdisciplinary Projects
Objectives:

  • Develop interdisciplinary projects with a geographical foundation.
  • Reflect on one’s practice and evaluate results.

Competences/Learning outcomes of the degree programme

  • CEM-01 - To analyze and understand the educational processes inside and outside the classroom regarding the 6-12 age period.
  • CEM-02 - To be familiar with the basics of primary education.
  • CEM-03 - To analyze teaching practice and the institutional conditions in which it takes place.
  • CEM-04 - To be familiar with the processes of interaction and communication in the classroom.
  • CEM-05 - To be familiar with the historical development of the educational system in our country, as well as the political and legislative determinants of educational activity.
  • CEM-06 - To address and resolve discipline problems.
  • CEM-07 - To promote cooperation and individual work and effort.
  • CEM-08 - To promote educational actions in values oriented towards preparing an active, democratic citizenship.
  • CEM-09 - To be aware of and deal with school situations in multicultural contexts.
  • CEM-10 - To design, plan and evaluate teaching activity and learning in the classroom.
  • CEM-11 - To be aware of and to apply innovative practices in primary education.
  • CEM-12 - To participate in the definition of the educational project and the general activities of the school in compliance with quality-management criteria.
  • CEM-13 - To be familiar with and apply basic educational research methodologies and techniques and be able to design innovative projects and identify evaluation indicators.
  • CEM-14 - To understand the learning processes relative to the 6-12 age period in the family, social and school contexts.
  • CEM-19 - To identify and plan the resolution of educational situations affecting students with different ability levels and learning speeds.
  • CEM-23 - To analyze and incorporate in a critical way the most important issues in current affairs affecting family and school education: the social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturalism; discrimination and social inclusion; and sustainable development.
  • CEM-24 - To be familiar with the historical evolution of the family, the different kinds of families, lifestyles and education in the family context.
  • CEM-25 - To understand the basic principles and fundamental laws of the experimental sciences (physics, chemistry, biology and geology).
  • CEM-26 - To be familiar with the school curriculum for these sciences.
  • CEM-27 - To consider and resolve problems associated with science in daily life.
  • CEM-28 - To value the sciences as a cultural item.
  • CEM-29 - To recognize the mutual influences of science, society and technological development, as well as pertinent citizen behaviour, in attaining a sustainable future.
  • CEM-30 - To develop and evaluate curriculum content through appropriate teaching resources, and to promote the acquisition of basic skills by pupils.
  • CEM-31 - To understand the basic principles of the social sciences.
  • CEM-32 - To be familiar with the social science curriculum.
  • CEM-33 - To integrate historical and geographical study from an educational and cultural perspective.
  • CEM-34 - To foment civic education and critical social thought.
  • CEM-35 - To value the importance of public and private institutions for peaceful coexistence between peoples.
  • CEM-36 - To be aware of the role of religion throughout history and its relation to culture.
  • CEM-37 - To develop and evaluate the curriculum content by means of appropriate teaching resources, and to promote the corresponding competences in pupils.

Evaluation systems and criteria

In person



Participation and activities in the classroom (individual assessment). Evaluation of participation in the classroom, both in individual and collaborative activities. Results of the controls carried out in the classroom on elements that have been developed in previous classes.

(20% participation and activities; 10% presentation of readings)
30%


Project (individual and collaborative assessment). Creation of a model as a central element of the project and development of two related learning situations. The first learning situation must be aimed at 1st or 2nd grade students, while the second must be designed for 5th or 6th grade students. This approach seeks to adapt the activities to the ability to understand geography in each of the stages.
40%


Examination (individual assessment). Written test to assess knowledge and skills.
40%

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