Este artículo analiza la relación entre el desarrollo de la competencia social y ciudadana y la utilización de metodologías didácticas activas en las aulas de secundaria. El contexto se sitúa en el ámbito educativo de Cataluña a partir del análisis de cuatro unidades didácticas que plantean objetivos competenciales con métodos que facilitan la indagación y el análisis social conocidos como aprendizaje por descubrimiento. Para el tratamiento de los datos recogidos se ha utilizado una metodología cualitativa a partir de una observación directa no participante en las aulas y de un análisis lexicométrico, a partir del software Iramuteq, desde tres dimensiones: el desarrollo de las unidades didácticas, la metodología docente y el desarrollo de la competencia social y ciudadana. Los resultados se presentan a partir de los conceptos y habilidades que caracterizan la labor del docente y de los estudiantes, y también con el análisis de los gráficos originados con el software y con el uso de reflexiones narrativas recogidas durante la observación. Las conclusiones constatan el protagonismo del estudiante en la construcción de su aprendizaje, así como el papel determinante del profesor como guía en la construcción de la competencia social y ciudadana. This article analyzes the relationship between the development of social and civic competence and the use of active didactic methodologies in secondary school classrooms. The context is located in the educational field of Catalonia through the analysis of four didactic units that sets competency aims with methods that facilitate inquiry and social analysis known as discovery learning. For the treatment of the collected data, a qualitative methodology has been used from a direct non-participant observation in the classrooms and from a lexicometry analysis from three aspects: the development of the teaching units, the methodology used by the docent and the development of social competence and citizen. The analysis of the texts has been done with the Iramuteq software. The results are presented from the concepts and skills that characterize the work of the teacher and the students with the analysis of the graphics originated with the software and with the use of narrative reflections collected during the observation. The conclusions confirm the protagonism of the student in the construction of their learning as well as the determining role of the teacher as a guide in the construction of social and civic competence
Recent international research in social science teaching highlights difficulties adolescents face when constructing social and citizenship awareness, and their own identity. To shed more light on this process, the present study is framed in the context of social science classrooms, and more specifically around how social and civic competence is developed via particular teaching methodologies and specific learning environments in Spain. The focus is on the analysis of democratic citizenship, as it is commonly accepted in the theoretical and epistemological bases of social sciences that citizenship education is one of the aims of the educational system. The objective of this study is to evaluate the effects of implementing two teaching units on the development of social and civic competence among 110 students in five secondary and high schools in Catalonia. A qualitative observational method is used to identify, describe and analyze the implementation and effects of both teaching units on a hermeneuticinterpretative basis. An ethnographic perspective is used to obtain accounts of education professionals and students. In addition, 19 field notes are analyzed using QSRNVIVO 12 software on two dimensions: citizenship and classroom climate. There are two main findings: first, regarding the formative value of both sequences regarding democratic, active and critical citizenship; the second, regarding the importance of the classroom environment created for this purpose by designing ad hoc learning spaces using active methodologies to contribute to the development of active and responsible citizenship. The conclusions highlight two important issues. The subject of History in secondary education should be vindicated as a key instrument to build democratic awareness, based on the skills of active and critical citizenship. Furthermore, there is a relationship between the development of critical and active citizenship and the creation of learning environments that foster reflection, analysis, interpretation and dialog. The implications of this study pose an important challenge for the study of social sciences. Initial teacher training methodology and syllabi should be reviewed, the importance of the Humanities in our society should be defended, and classrooms and schools should be democratized to promote active participation in citizenship education.
El siguiente artículo presenta los primeros resultados de la investigación titulada “Desarrollo de la formación sociopolítica para una ciudadanía democrática: diseño e implementación de materiales didácticos en Ciencias Sociales (I+D EDU 2015-65621-C3-3-R)” realizada por el grupo DHIGECS de investigación en Didáctica de las Ciencias Sociales de la Universitat de Barcelona. Partiendo del análisis de investigaciones precedentes, se incide en el papel fundamental que debe tener el conocimiento histórico en la construcción de la dimensión social y ciudadana en los estudiantes. Para ello, se diseñaron materiales didácticos con ese objetivo, que fueron aplicados en centros escolares y analizados mediante un proceso observacional y un análisis cualitativo de los registros con el programa QSRNVIVO 12. Los resultados muestran la relación que se establece entre el uso de metodologías indagativas en el aula de historia, y el desarrollo de capacidades cognitivas que permiten un mejor desarrollo de la dimensión política y ciudadana. The following article introduces the first results of the research entitled "Development of sociopolitical training for a democratic citizenship: design and implementation of didactic materials in Social Sciences (R & D EDU 2015-65621-C3-3-R)" carried out by the DHIGECS research group in Social Science Didactics at the University of Barcelona. Based on the analysis of previous research, the fundamental role that historical knowledge should have in the construction of the social and citizen dimension in students is emphasized. For this, didactic materials were designed with this objective, which were applied in schools and analyzed through an observational process and a qualitative analysis of the records, with the QSRNVIVO 12 program. The results show the relationship established between the use of active methodologies in the history classroom and the development of cognitive abilities that allow a better development of the political and citizen dimension.
Several studies support the role of art in the attainment of the well-being of individuals and groups, and to evoke positive emotions. Our study aims to know what emotions are caused by the use of each art in young people and adults, establishing differences according to sex, age, educational level, artistic knowledge or artistic experience, to make educational proposals. This paper is a descriptive exploratory correlational study that analyzes the link between art and wellbeing through an ad hoc on-line questionnaire, applied to 497 participants, aged between 14 and 84 years. Percentages, correlations, statistical differences and the sphericity test of Barlett have been used. The data obtained allow us to point out how the arts mainly promote positive emotions. By gender, few differences have been found in the emotional response provoked through art, although differences according to age, level of general and artistic studies, artistic experience, and each art can be appreciated. The use of the arts in education must attend to their different emotional evocative capacity. The characteristics of the students should be taken into account in any artistic project proposal that pursues the individual and social wellbeing, both in formal and non-formal educational spaces. The therapeutic spaces, and social and educational institutions should make an effort in guaranteeing and promoting this type of activities to promote an effective emotional education.Numerosos estudios avalan el papel del arte en la consecución del bienestar de los individuos y grupos, y por evocar emociones positivas. Esta investigación pretende conocer qué emociones son provocadas por el uso de cada arte en jóvenes y adultos, estableciendo diferencias según sexo, edad, nivel educativo, conocimientos artísticos o experiencia artística, de forma que permita efectuar propuestas educativas. Se trata de un estudio descriptivo exploratorio mediante la aplicación de un cuestionario on line construido ad hoc y validado, aplicado a 497 participantes, entre 14 y 84 años. Se han utilizado porcentajes, correlaciones, diferencias estadísticas y la prueba de esfericidad de Barlett. Los datos obtenidos permiten señalar cómo las artes promueven principalmente emociones de carácter positivo. Por sexos, se han encontrado pocas diferencias emocionales por el arte, aunque sí se aprecian diferencias según edades, nivel de estudios generales y artísticos, experiencia artística y cada arte. Las características del alumnado deberán tomarse en cuenta en cualquier propuesta de proyecto artístico que persiga el bienestar individual y social, tanto en espacios educativos formales como no formales. Los espacios terapéuticos, e instituciones sociales y educativas deberían hacer un esfuerzo en garantizar y fomentar este tipo de actividades para promover una educación emocional efectiva.
RESUMOO artigo tem como objetivo a análise dos resultados obtidos na investigação intitulada "Concepção de História como matéria escolar: interesse e utilidade entre o alunado da Escola Secundária Obrigatória (ESO)". Desta forma, partindo das reflexões sobre o marco teórico, procede-se à descrição detalhada do instrumento metodológico, da amostra escolar analisada e da forma em que se processou a informação obtida no trabalho de campo. Finalmente, partindo-se destas reflexões, procurou-se resolver as perguntas iniciais e validar as hipóteses de partida, permitindo ao leitor delinear as percepções que os alunos têm da História como campo de conhecimento e como matéria escolar. Palavras-chave: Educação Histórica; Ensino e aprendizagem; Percepções dos alunos; Interesse e utilidade da História. ABSTRACTThe aim of the article is the analysis of the results of a research called "Students perception of History as a school subject: interest and utility among ESO pupils". Thus, from a theoretical framework, we proceed to the detailed description of the methodology, the analysed school sample and the way in which the information was examined. Finally, taking into account these reflections, we solve the initial questions and therefore validate the first hypothesis, allowing the reader to see the perceptions students have of History both as knowledge and as school subject. Key-words: Historical Education; Teaching and learning; Pupils' perceptions; Interest and utility of History. IntroducciónRealizando una primera aproximación a la investigación producida en el campo de la Didáctica de las Ciencias Sociales en nuestro país, se advierte que, a pesar de los esfuerzos realizados en las últimas décadas, mucho es el camino que todavía queda por recorrer y muchos los interrogantes a resolver, que, sin duda, clarificarían algunos aspectos que tanto preocupan al profesorado en su labor docente y a las instituciones escolares en su tarea organizativa.Además, resulta necesario incidir en la especial escasez de trabajos rigurosos de investigación científica teniendo en el alumnado su núcleo vertebrador. Esta realidad contrasta con la importancia que, tanto desde la vertiente psicológica, como pedagógica, como desde la propia didáctica, se ha atribuido al alumno 1 , en cuanto se le considera eje fundamental de las actividades de aprendizaje y verdadero protagonista de su
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