Análisis de las Representaciones e Ideas Sociales del Alumnado en Educación para la Ciudadanía Democrática: Ejemplo de Mixed-methology desde y para la Investigación Transdisciplinar

Cuevas, Joaquín Prats; Neira, Josué Molina; Bueno, Antonio Ruiz; Molina‐Luque, Fidel

doi:10.17583/rise.2017.2479

Cited by 7 publications

(6 citation statements)

References 14 publications

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“…The development of active and critical citizenship, as presented in the dendrogram of Fig. 3, required active methodologies for its development and expansion: interactive learning methods, as well as the ability to reflect and critique information related to ethical, moral and citizen organization issues in an open and emotionally sensitive climate (Molina, 2016;Prats et al, 2017). This evidence coincides with the definition of citizenship as a concept that must be continually rebuilt and endowed with meaning and significance (Walzer, 1997).…”

Section: Discussionmentioning

confidence: 89%

“…In this context, it is important to take into account the different studies that comment on the subject (Prats et al, 2017;López-Facal et al, 2017, Simpson andDervin, 2017), which also point to the role of the teacher as a guide for the process of building democratic awareness using discovery methodologies and teaching materials such as those proposed. Learning environments that de facto foster discussion and dialog in classrooms and schools should also be established.…”

Section: Discussionmentioning

confidence: 99%

“…From the previous level, the categories of analysis between observers were agreed. This procedure followed a dual process: deductive, generating the categories derived from the theoretical framework and previously published works (Molina, 2016;Fuentes and Prats, 2013;Prats et al, 2017); and inductive, considering the initial categorization from the memoranda and the level of analysis carried out during the fieldwork.…”

Section: Methodsmentioning

confidence: 99%

“…Various studies coincide in noting the potential of history as a subject in dealing with social and civic competence with its students, introducing innovations such as dealing with relevant social problems, using interactive learning methods and the capacity for reflection and criticism. In this way, the stereotypes and prejudices that negatively condition significant learning can be reduced in a sustainable way (Pagès and Oller, 2005;Pagès and Santiesteban, 2010;Valls, 2009;Prats et al, 2017;Molina et al, 2013), and can engender democratic citizenship.…”

Section: Citizenship Education In Spanish and Catalan Curriculamentioning

confidence: 99%

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Developing social and civic competence in secondary education through the implementation and evaluation of teaching units and educational environments

Moreno

Puig

Ambros-Pallarés

2020

Humanit Soc Sci Commun

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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.

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Section: Discussionmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Citizenship Education In Spanish and Catalan Curriculamentioning

confidence: 99%

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Developing social and civic competence in secondary education through the implementation and evaluation of teaching units and educational environments

Moreno

Puig

Ambros-Pallarés

2020

Humanit Soc Sci Commun

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“…Es en este contexto en el que este trabajo debe situarse. Presentamos un estudio empírico realizado sobre una muestra de 1709 estudiantes de cuarto curso de la ESO del territorio catalán, usando como instrumento de recogida de datos la encuesta detallada en Prats et al (2017) y Prats et al (2016). Mediante este estudio pretendemos averiguar hasta qué punto el nivel de uso de las redes sociales y las fuentes de información clásicas es homogéneo en el colectivo, y qué relación se establece entre la utilización de los medios y el nivel de implicación política de los jóvenes.…”

Section: Metodologíaunclassified

Participación Política, Medios de Comunicación y Redes Sociales en los Adolescentes Catalanes

Baselga

Aguilar

Sánchez

2017

RISE

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La enseñanza en ciudadanía: nuevas exigencias para la escuela

Botero

Lozano

Betancur

2020

Sophia

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Hoy se le exige a la escuela, especialmente en los niveles de educación inicial y básica, un currículo que garantice la formación en ciudadanía de manera transversal y significativa. No obstante, desde la propia expresión de los educadores, esta intencionalidad curricular se ve frustrada por la exigencia técnica de la educación, la falta de elementos conceptuales y didácticos y la escasa preparación de los profesores en el ámbito de formación ciudadana. Este artículo de reflexión propone, desde la mirada de los profesores, que los objetivos de la formación en ciudadanía se diluyen en las rutinas educativas y en la ausencia de una correspondencia entre los principios curriculares y las posibilidades para su concreción en el ámbito familiar y social de la niñez.

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Análisis de las Representaciones e Ideas Sociales del Alumnado en Educación para la Ciudadanía Democrática: Ejemplo de Mixed-methology desde y para la Investigación Transdisciplinar

Cited by 7 publications

References 14 publications

Developing social and civic competence in secondary education through the implementation and evaluation of teaching units and educational environments

Developing social and civic competence in secondary education through the implementation and evaluation of teaching units and educational environments

Participación Política, Medios de Comunicación y Redes Sociales en los Adolescentes Catalanes

La enseñanza en ciudadanía: nuevas exigencias para la escuela

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