Educación Ciudadana Y Dimensiones De La Memoria en La Enseñanza De Las Ciencias Sociales: Investigación Sobre Las Concepciones Del Profesorado De Educación Secundaria De Huelva Y Provincia

Algarra, Emilio José Delgado; Giménez, Jesús Estepa

doi:10.5944/educxx1.19041

Cited by 23 publications

(19 citation statements)

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“…The background to citizenship education and social sciences teaching methodology Despite the above guidelines and the undeniable value that learning about the historical dimension presents for the training of active and critical citizens, research in social science teaching has shown that adolescents have considerable difficulties in building their identities and their social and civic awareness (International Civic and Citizenship Education Study, 2016;Molina, 2016;Sáez et al, 2017aSáez et al, , 2017b. Furthermore, according to research by Delgado and Estepa (2017), despite identifying the importance of such difficulties, teachers display teaching practices that are far from objective. The explanations given are related to poor initial teacher training and continuing professional development, and conservative teaching methods used in classrooms (López-Facal et al, 2017).…”

Section: Citizenship Education In Spanish and Catalan Curriculamentioning

confidence: 99%

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: Citizenship Education In Spanish and Catalan Curriculamentioning

confidence: 99%

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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“…Regarding the specific content blocks of this research, the theoretical framework of this research is based on a concept of citizenship that has been defined from multiple perspectives. However, we have limited this plurality to six types of citizenship [18][19][20]: Liberal, republican, communitarian, cosmopolitan, ecological and radical. Each model implies a different vision of issues, such as rights, responsibilities, the individual, the community, internationalization, natural environment or ideological positions.…”

Section: Citizenship and Citizen Participation Modelsmentioning

confidence: 99%

International MOOC Trends in Citizenship, Participation and Sustainability: Analysis of Technical, Didactic and Content Dimensions

et al. 2019

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Within globalization and the development of information and communication technologies (ICT), social and civic competence and sustainability take on a relevant role in the international scope. To this end, a theoretical section on citizenship models and the different fingerprints of sustainability is presented. The study is quantitative, with a sample of 161 massive open online courses (MOOCs) from three of the main platforms (Coursera, EdX and MiriadaX) with content on citizenship, citizen participation and/or sustainability. Both data collection and analysis are structured around a system of four categories: Technical dimension, didactic dimension, citizenship and sustainability. An exploratory analysis is carried out, followed by a factorial analysis focused on correlations and reduction of factors that allows us to define a main formative profile of the MOOC in relation to the reference themes. In this way, this research concludes that there is an international trend in MOOCs in citizenship and sustainability, whose predominant training proposals include contents related to the ecological citizenship model, as well as issues such as lack of resources, the need to reduce waste derived from consumption, climate change, or the impact of companies on the local economy and environment.

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“…Para orientar el proceso de recogida y organización de la información era necesario establecer unas categorías básicas de análisis que se ajustaran a los objetivos planteados. Tomando como referencia investigaciones anteriores (Cuenca, 2003; Delgado-Algarra y Estepa, 2015Estepa, , 2016Estepa, , 2017Estepa, 2013) diseñamos una compleja tabla de categorías que se estructura en torno a tres categorías principales: enseñanza del patrimonio, enseñanza de la ciudadanía, enseñanza de la educación para la ciudadanía a través del patrimonio. En esta publicación nos centraremos en los indicadores relacionados con la subcategoría qué enseña el profesor innovador de educación patrimonial, concretamente en el indicador emergente coeducación.…”

Section: Tabla De Categoríasunclassified

La coeducación en la educación patrimonial. Resultados de un estudio de caso.

2019

ECCSS

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Resumen. En este artículo se presentan los resultados de una investigación que se enmarca en una tesis doctoral vinculada al proyecto de Investigación EPITEC4, financiado por el Ministerio de Economía y Competitividad del Gobierno de España. Para la investigación, tomamos como estudio de caso un profesor posmoderno, modelo de buenas prácticas. A través de varias técnicas de recogida de información como grabaciones de aula, entrevistas en profundidad y grupos de discusión discentes, analizamos cómo la perspectiva de género sigue siendo una tarea pendiente en la educación patrimonial. Los datos analizados demuestran que lejos de tratar a la mujer como sujeto dentro de la historia, se habla de ella como sujeto específico existente en la historia. Para asegurar la veracidad de los resultados aplicamos el sistema de «doble triangulación», una vez que la información puedo ser categorizada a través del programa de análisis cualitativo «ATLAS.ti».Palabras clave: coeducación, educación patrimonial, profesorado innovador, estudio de caso.Abstract. This paper presents the results of a case study that formed part of a doctoral thesis associated with the research project Educación patrimonial para la inteligencia territorial y emocional de la ciudadanía (Heritage education project for citizens' territorial and emotional intelligence, or EPITEC), which is funded by the Ministry of Economy and Competitiveness of the Government of Spain. For the case study, we selected the example of a teacher adopting postmodern pedagogy as a model of good practices. Using data collection techniques such as classroom recordings, in-depth interviews and discourse discussion groups we analyzed how establishing a gender perspective remains a pending task in heritage education. The data analyzed show that, far from being treated as subjects within history, women are spoken of as a specific subject existing in history. To ensure the veracity of the results, we applied a system of double triangulation once the data had been categorized using the QDA software ATLAS.ti.

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Educación Ciudadana Y Dimensiones De La Memoria en La Enseñanza De Las Ciencias Sociales: Investigación Sobre Las Concepciones Del Profesorado De Educación Secundaria De Huelva Y Provincia

Cited by 23 publications

References 12 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

International MOOC Trends in Citizenship, Participation and Sustainability: Analysis of Technical, Didactic and Content Dimensions

La coeducación en la educación patrimonial. Resultados de un estudio de caso.

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