DIDACTIC
SOCIAL SCIENCE I
URJC 2024-2025
Social The subject Didactics of Social Sciences offers the
trainee teacher a meaningful set of methodological
Sciences
resources, competences and knowledge, especially
oriented to the Primary Education content area of
Science.
cross-
curricular One of the main focuses of this subject is to
point of
approach the Social Sciences from a cross-
curricular point of view that integrates several ideas
taken from Anthropology, Sociology, Geography,
History and Art History.
view
Solid basis Compulsory subject.
in the To have a solid basis in the concepts and problems
related to the Social Sciences constitutes an
concepts
indispensable tool for the trainee teacher to
develop his/her future professional competences
suitably.
1. Know the Social Science and its
interdisciplinary approach.
2. Know a wide variety of methods,
strategies, techniques, and resources to
teach Social Sciences in Primary Education.
Learning 3. Analyze the objectives and temporal
contents of the area of Didactics of Social
Sciences: Geography and History and
outcomes 4. Understand globalization and its
interdisciplinarity approach.
5. Identify the main learning difficulties
arising in the transmission of social
disciplines.
6. Develop curricular activities adapted to
different school realities.
In this subject, we will learn different theoretical
frameworks that make it possible to understand
Description
the teaching/learning processes of Geography
and History:
of the • The geographical space and its didactic
methodology.
contents • The Historical knowledge and its didactic
methodology.
• Historical-Artistic and its didactic
methodology.
• CGI01. Capacity for analysis and
synthesis
• CGI02. Organizational and planning
Generic capacity
• CGI03. Oral and written communication in
Competences the mother tongue
• CGI06. Information management
capability
• CGI07. Troubleshooting
• CGS01. Autonomous learning
• CE01. Ability to understand the complexity of
educational processes in general and the
teaching - learning in particular ,
• especially those relating to the period from 6
to 12 years (Primary Education) .
• CE02 . Knowledge of contents to be taught,
understanding their epistemological
Specific singularity and the specificity of their
didactics.
Competences • CE06 . Design and development of
educational projects and programming units
for adapting the curriculum to the
sociocultural
• context .
• CE07 . Design didactic actions related to
understanding space and time in
schoolchildren. (Space-time perspective)
• CE17. Promote the democratic education of
citizens and the practice of critical social
thinking.
• I. Teaching Social Sciences
• 1. Social Sciences: common features and elements.
• 2. Social Sciences in Primary Education: Curriculum.
• II. The geographical space and its didactic
proposal
• 3. Teaching and learning Geography.
• 4. Strategies and didactic methods of teaching
Syllabus
Geography.
• III. Historical knowledge and its didactic proposal
• 5. Teaching and learning History.
• 6. Strategies and didactic methods of teaching
History.
• IV. Historical-Artistic Heritage in Primary
Education
• 7. Teaching and learning of Heritage and Art.
• 8. How to teach Art and Heritage in Primary Education
• V. Develop Didactic uUnits
• 9. Design didactics units: curriculum in Social
Sciences.
• Evans, R. W. (Ed.) (2021). Handbook on teaching social issues. IAP
• García González, J. A., Gómez Gonçalves, A., Gómez Trigueros, L. M., & Sebastián, J. B. (2023). Geographic literacy in Spain
with mental maps. Journal of Geography in Higher Education, 47(1), 85-105.
• González Valencia, G. A., Sabater, M. M., & Mata, J. C. (2022). Heritage education and global citizenship. Research Anthology
on Citizen Engagement and Activism for Social Change, 387-400.
• Hauerwas, L. B., Gómez-Barreto, I. M., & Fernández, R. S. (2023). Transformative innovation in teacher education: Research
toward a critical global didactica. Teaching and Teacher Education, 123, 103074
• Karolčik, S., & Marková, M. (2023). How teachers perceive innovations in education. Journal of Research in Innovative
Teaching & Learning.
• Kidman, G., & Chang, C. H. (2023). Maps and geographical education to encourage the joy of learning for all. International
Research in Geographical and Environmental Education, 32(3), 177-180
REFERENCES
• Lewthwaite, S., & Nind, M. (2016). Teaching research methods in the social sciences: Expert perspectives on pedagogy and
practice. British Journal of Educational Studies, 64(4), 413-430
• Moreno-Vers, J. R., & Alvén, F. (2020). Concepts for historical and geographical thinking in Sweden's and Spain's Primary
Education curricula. Humanities and Social Sciences Communications, 7(1), 1-10.
• Mynbayeva, A., Sakhatova, Z., & Akshalova, B. (2018). Pedagogy of the twenty-first century: Innovative teaching methods.
New pedagogical challenges in the 21st century. Contributions of research in education, 7, 564-578.
• Oregon Castellanos, J. M., Rodríguez de Castro, A., & Mateo Girona, M. R. (2021). Trends and perspectives in education for
sustainable development in the teaching of geography in Spain. Sustainability, 13(23), 13118.
• Pagé, J. (2002). Aprender a enseñar historia y ciencias sociales: el currículo y la didáctica de las ciencias sociales. Pensamiento
educativo, 30(1), 265-200
• Torres, C. R. (2021). Digital didactic materials: An innovative resource for teaching in the 21st century. Journal of Higher
Education Theory and Practice, 21(7)
• Yakhmudova, M. S., Zubaydullayeva, M. T., & Kholmukhamedov, B. T. (2023). INNOVATIVE TEACHING METHOD ОБРАЗОВАНИЕ
НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ. 23(6), 110-113.
• Nind, M., & Lewthwaite, S. (2018). Hard to teach, inclusive pedagogy in social science research methods education.
International Journal of Inclusive Education, 22(1), 74-88.
