Guía Docente 2023-24 RESEARCH AND INNOVATION IN SOCIAL SCIENCES (INVESTIGACIÓN E INNOVACIÓN EN LAS CCSS) |
BASIC DETAILS:
Subject: | RESEARCH AND INNOVATION IN SOCIAL SCIENCES (INVESTIGACIÓN E INNOVACIÓN EN LAS CCSS) | ||
Id.: | 32548 | ||
Programme: | GRADUADO EN EDUCACIÓN PRIMARIA. PLAN 2015 (BOE 17/08/2015) | ||
Module: | ENSEÑANZA Y APRENDIZAJE DE: CIENCIAS SOCIALES | ||
Subject type: | OBLIGATORIA | ||
Year: | 3 | Teaching period: | Primer Cuatrimestre |
Credits: | 6 | Total hours: | 150 |
Classroom activities: | 60 | Individual study: | 90 |
Main teaching language: | Inglés | Secondary teaching language: | Castellano |
Lecturer: | Email: |
PRESENTATION:
PROFESSIONAL COMPETENCES ACQUIRED IN THE SUBJECT:
General programme competences | G01 | Capacity to analyse and synthesise information from different sources. |
G02 | Capacity to effectively solve problems and take decisions based on the knowledge and competences acquired. | |
G03 | Capacity to organise, plan and self-assess the work undertaken. | |
G04 | Capacity to apply information technologies critically and constructively as tools to promote learning. | |
G07 | Capacity to communicate in English at a minimum B2 level (per the Common European Framework of Reference for Languages) to adapt to the academic and professional requirements of the Degree. | |
G08 | Capacity to absorb social and humanistic concepts within a rounded university education which allows the development of ethical values such as solidarity, interculturality, equality, commitment, respect, diversity, integrity, etc. | |
G09 | Capacity to formulate social transformation proposals, considered ethically, based on democracy and basic rights. | |
G12 | Capacity to self-assess, nurturing learning, scientific research, practice based on evidence and scientific and social progress. | |
Specific programme competences | E13 | Foster group work and individual work and effort. |
E14 | Encourage educational action in values oriented towards preparing an active democratic citizenry. | |
E16 | Design, plan and assess classroom teaching and learning. | |
E17 | Be aware of and apply innovative primary school experiences. | |
E19 | Be aware of and apply basic educational research techniques and be able to design projects for innovation, identifying assessment indicators. | |
E31 | Understand the basic principles of the social sciences. | |
E32 | Know the school curriculum for social sciences. | |
E33 | Integrate history and geography from an instructive and cultural perspective. | |
E34 | Foster the democratic education of the citizenry and the practice of critical social thinking. | |
E35 | Assess the relevance of the public and private institutions for peaceful coexistence among peoples. | |
E36 | Know about religion over the centuries and its connection to culture. | |
E37 | Develop and assess curriculum content through suitable didactic resources and further the corresponding competences among the pupils. | |
Regulated profession competences | P01 | Know the curriculum areas of Primary Education, the interdisciplinary relationship between them, evaluation criteria and the body of didactic knowledge for the teaching and learning procedures, respectively. |
P02 | Define, plan and assess teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school. | |
P03 | Effectively address language learning situations in multicultural and multilingual situations. | |
P04 | Encourage reading and critical commentary on texts from the diverse scientific and cultural domains in the school curriculum. | |
P05 | Design and regulate learning zones in contexts of diversity which address gender equality, equity and respecting the human rights which comprise the values of civic education. | |
P07 | Stimulate and value the effort, persistence and personal discipline of the pupils. | |
P10 | Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career. | |
P12 | Take on the educational side of teaching and foment democratic education for an active citizenry. | |
P13 | Maintain a critical and independent relationship towards knowledge, values and public and private social institutions. | |
P14 | Value individual and collective responsibility in the achievement of a sustainable future. | |
P15 | Reflect on classroom practices to innovate and improve teaching. | |
P16 | Acquire the habits and skills to learn alone or with others and foster this among the pupils. | |
P17 | Know and apply information and communication technologies in the classroom. | |
P18 | Selectively discern the audiovisual information that helps learning, civic competence and cultural enrichment. | |
Learning outcomes | R01 | Acquire ability in using the main procedures in the Social Sciences. |
R02 | Use simple research tools and techniques for the Social Sciences. | |
R03 | Detect innovative teaching-learning proposals in the Social Sciences. | |
R04 | Create appropriate didactic proposals for the development of competences pertinent to the Social Sciences. | |
R05 | Develop a critical and reflective capacity to assess learning proposals. | |
R06 | Undertake simple research projects to be applied in the classroom. | |
R07 | Critically assess innovative projects to help learn the Social Sciences. |
PRE-REQUISITES:
All students attending this course should be registered in the degree program. Some documents might be in Spanish, thus international students should have some command of the Spanish language.
SUBJECT PROGRAMME:
Observations:
Subject contents:
1 - What is research & innovation? |
1.1 - Types of Research |
1.2 - Critical Thinking and the importance of research in Social Sciences and Education |
1.2.2 - What is innovation? |
2 - Research Design |
2.1 - The purpose of statement |
2.2 - Research Questions |
3 - Types of Methodologies |
3.1 - Quantitative Methods |
3.1.1 - Main characteristics and attributes of quantitative methodology |
3.2 - Qualitative Methods |
3.2.1 - Ethnography in Education and Social Sciences |
3.2.2 - Ethnographic tools: Fieldwork diary; Personal Interview |
3.3 - Mixed Methods |
4 - Methodological Tools |
4.1 - Survey |
4.2 - Semi-structured personal interview |
4.3 - Focus group |
5 - Ethics in Social Sciences Research |
5.1 - Purpose & objective of Informed Consent Forms in Social Sciences Research |
5.2 - Developing Informed consent Forms |
6 - Analysis of Data and Conclusions of Research in Social Sciences |
6.1 - Transcribing |
6.2 - Analyzing common themes |
6.3 - Triangulation |
Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.
TEACHING AND LEARNING METHODOLOGIES AND ACTIVITIES:
Teaching and learning methodologies and activities applied:
Student work load:
Teaching mode | Teaching methods | Estimated hours |
Classroom activities | ||
Master classes | 14 | |
Practical exercises | 13 | |
Practical work, exercises, problem-solving etc. | 12 | |
Debates | 3 | |
Coursework presentations | 5 | |
Films, videos, documentaries etc. | 2 | |
Workshops | 4 | |
Assessment activities | 3 | |
Tutorials | 4 | |
Individual study | ||
Individual study | 17 | |
Individual coursework preparation | 8 | |
Project work | 19 | |
Research work | 18 | |
Compulsory reading | 12 | |
Recommended reading | 2 | |
Portfolio | 14 | |
Total hours: | 150 |
ASSESSMENT SCHEME:
Calculation of final mark:
Final exam: | 20 | % |
Oral Defense: | 10 | % |
Research Project: | 40 | % |
Portfolio: | 30 | % |
TOTAL | 100 | % |
*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.
BIBLIOGRAPHY AND DOCUMENTATION:
Basic bibliography:
STAKE, Robert. The art of case study research. Thousand Oaks, CA: SAGE, 1995 |
YIN, R.K Case study research. Design and Methods. London: SAGE, 2009. |
CRESWELL, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: SAGE, 2009. (Third Edition) |
CRESWELL, John W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. 3rd ed. New Jersey: Pearson Prentice Hall. |
Recommended bibliography:
MERRIAM, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey Bass. |
MERTON, R. K., FISKE, M. & KENDALL, P. L. (1990). The focused interview: A manual of problems and procedures. New York: The Free Press. |
Recommended websites:
Consejo Económico y Social de Aragón CESA | http://www.aragon.es/OrganosConsultivosGobiernoAragon/OrganosConsultivos/ConsejoEconomicoSocialAragon/AreasTematicas/Actividades/ci.01_Informe_socieconomico_aragon.detalleConsejo |
Instituto Nacional de Estadística INE | http://www.ine.es |
EUROSTAT | http://ec.europa.eu/eurostat |
GLOBE Project | http://globeproject.com |
The SAGE Project | https://umabroad.umn.edu/professionals/intleducators/cehd |
EDULEARN International Conference about education | https://iated.org/edulearn/ |
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