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: | 66 | Individual study: | 84 |
Main teaching language: | Inglés | Secondary teaching language: | Castellano |
Lecturer: | Email: |
PRESENTATION:
This subject provides the necessary knowledge for the future Primary Education teacher to develop the skills that allow the design and implementation of innovative didactic proposals that manage to generate in their students basic skills to achieve the objectives of the Primary Education curriculum related to the Social Sciences. The student will be introduced to the basic research tools in Social Sciences.
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. | |
G05 | Capacity to work in a team and cooperate with other professionals from the same or a different sector. | |
G06 | Capacity for oral or written interpersonal communication in Spanish to different audiences and using suitable means. | |
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. | |
G10 | Capacity to generate new ideas through initiative, innovation and creativity for effective adaptation to educational needs and the job market. | |
G11 | Capacity to establish and fulfil the most suitable quality criteria and to employ work methods and strategies oriented towards continuous improvement. | |
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. | |
E20 | Show social skills in understanding families and being understood by them. | |
E21 | Be aware of and know how to be a tutor and guide with regard to family education for the 6-12 age range. | |
E22 | Link education with its medium and work with the families and community. | |
E23 | Critically analyse and include the most relevant matters in modern society affecting family and school education: social and educational impact of audiovisual language and screens; changes in gender and cross-generational relations; multiculturalism and interculturality; discrimination and social inclusion and sustainable development. | |
E24 | Know the historical evolution of the family: the different types of family, lifestyles and education in the family context. | |
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. | |
P08 | Know the organisation of primary schools and the variety of activities of which they are comprised. | |
P10 | Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career. | |
P11 | Cooperate with the various sectors of the educational community and social milieu. | |
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. | |
P19 | Understand the function, possibilities and limits of education in modern society and the fundamental competences that affect primary schools and their employees. | |
P20 | Find quality improvement models that can be applied to educational establishments. |
PRE-REQUISITES:
Some activities could be developed in Spanish (such as possible cultural or school visits, revision of Spanish legislation, etc.). It is recommended that, Erasmus students who are going to take the course, have a basic level of Spanish language.
SUBJECT PROGRAMME:
Subject contents:
1 - RESEARCH AND INNOVATION IN EDUCATION |
1.1 - What is Research? |
1.2 - What is Innovation? |
1.3 - Relationship between Innovation and Research. |
1.4 - The need to research Innovation in Education. |
1.5 - Ethics in Research. |
2 - DESIGN AN INVESTIGATION |
2.1 - The selecion of a research approach |
2.2 - The introduction |
2.3 - Resarch questions and hypotheses |
2.4 - Review of the literature |
3 - TYPES OF METHODOLOGIES |
3.1 - Quantitative Methods |
3.2 - Qualitative Methods |
3.3 - Mixed Methods |
4 - METHODOLOGICAL TOOLS |
4.1 - Survey |
4.2 - Interviews |
4.3 - Case study |
4.4 - Focus group |
5 - ANALYSIS AND CONCLUSIONS |
5.1 - Data analysis |
5.2 - Conclusions |
6 - RESEARCHING INNOVATION |
6.1 - Innovation as an object of research in Education: problems, tensions and experiences. |
6.2 - Strategies to investigate Educational Innovation. |
6.3 - Institutional indicators to measure Innovation. |
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:
Master classes / lessons: theoretical concepts of the subject will be explained and discussed. The student should complement the information through reading research papers, class notes, practical exercises and tutorials. These materials will be available in the PDU.
Practical examples could be included for each topic: students will be based on short texts that will be made available in the PDU. It is recommended that students take these texts and read them before the theoretical classes in order to better follow the explanation.
In addition, during the theoretical explanations, formative assessments will be carried out using mobile devices: they will answer questions related to the theory that will be formulated using a computer application. These formative evaluations do not affect the student's final grade. Students will have the complete questionnaires for each chapter, which facilitates self-evaluation. The applications that will be used for this purpose will be Kahoot! and Mentimenter; these tools allow the incorporation of gamification into the classroom through the use of ICT. These activities have a dual function: on the one hand, they will help the students themselves to evaluate their level of knowledge acquired during the master classes, immediately and anonymously, encouraging participation in the classroom; in the other hand, they allow the teacher to know the level of learning and to detect possible deficiencies.
Practical classes / workshops and resolution of exercises: the aim of these classes is to link the theoretical knowledge developed during the classes with practical examples. The teaching-learning methodology, that will be implemented during these sessions, will be varied, and will include the case study method, role-playing, research through centres of interest, environmental research and global work projects.
At least one computer or mobile device per group is recommended.
During the first part of the class, students will prepare the activity related to the topic being taught at that time. In groups (or individually) they should analyze a text or situation, answer the questions, investigate or expand on the information offered, carry out role plays... this will depend on assigned tasks.
In the second part of the class, students will proceed to the resolution, pooling and discussion of the exercise.
At the end of the class, students should prepare a summary and a reflection on the exercises performed, which should be included in their portfolio for subsequent correction, monitoring and evaluation by the teacher, being objects of evaluation.
Projects: these task are compulsory and must be done by all students. At the beginning of the course the instructions will be made available to the student, general temporalization and evaluation rubric. At least three tutorials are recommended. They will consist of the preparation of an innovative proposal in Social Sciences (for Primary Education). I
Tutorials: these sessions will solve the doubts that arise during the course, both individual and in groups, and supervise the evolution and development of project and portfolio.
Conferences: at the beginning of the subject (tentative dates pending confirmation) we could have guests who would give a conference on ethics in research and European innovation projects.
Student work load:
Teaching mode | Teaching methods | Estimated hours |
Classroom activities | ||
Master classes | 20 | |
Other theory activities | 16 | |
Practical exercises | 8 | |
Practical work, exercises, problem-solving etc. | 10 | |
Assessment activities | 4 | |
Tutorials | 4 | |
Oral presentations | 4 | |
Individual study | ||
Individual study | 22 | |
Project work | 20 | |
Research work | 22 | |
Portfolio | 20 | |
Total hours: | 150 |
ASSESSMENT SCHEME:
Calculation of final mark:
Final exam: | 20 | % |
Projects: | 40 | % |
Portfolio: | 30 | % |
Oral presentation: | 10 | % |
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:
Creswell, J. W. Research design: qualitative, quantitative, and mixed methods approaches. California: SAGE Publications, 2018. Edición: 5ª ed. |
Creswell, J. W. Qualitative inquiry and research design: chosing among five approaches. London; New Delhi: Sage Publications, cop., 2007. |
Ramírez Montoya, M. S. y Valenzuela González, J. R. (eds.). Innovación educativa: investigación, formación, vinculación y visibilidad. Madrid: Síntesis, D.L., 2017. |
Navarro Asencio, E. (coord.). Fundamentos de la investigación y la innovación educativa. Logroño: UNIR Editorial, 2017. |
Merriam, S. B. y Tisdell, E. J. Qualitative research: a guide to design and implementation. San Francisco, CA: Jossey-Bass, cop. 2016. |
Yin, R. K. Case study research: design and methods. Los Angeles [Calif.]: Sage, 2014. |
Patton, M. Q. Qualitative research and evaluation methods. California: Sage Publications, cop., 2002. |
Recommended bibliography:
Smith, J. y Smith, J. Investigar en educación: conceptos básicos y metodología para desarrollar proyectos de investigación. Madrid: Narcea Ediciones, 2017. https:/ / elibro.net/ es/ lc/ usj/ titulos/ 46288 |
Pérez Juste, R. Métodos y diseños de investigación en educación. Madrid: UNED - Universidad Nacional de Educación a Distancia, 2013. https:/ / elibro.net/ es/ lc/ usj/ titulos/ 48593 |
Sáez López, J. M. Investigación educativa: fundamentos teóricos, procesos y elementos prácticos: enfoque práctico con ejemplos, esencial para TFG, TFM y tesis. Madrid: UNED - Universidad Nacional de Educación a Distancia, 2017. https:/ / elibro.net/ es/ lc/ usj/ titulos/ 48890 |
Rico Molano, A. D. (Ed.) y Cogollo Romero, C. E. (Ed.). La sistematización de experiencias: apuesta investigativa para innovar y transformar escenarios educativos y pedagógicos. Bogota?: Ediciones USTA, 2019. https:/ / elibro.net/ es/ lc/ usj/ titulos/ 125723 |
Ferreras Listán, M. (Coord.), Moreno Fernández, O. (Coord.) y Puig Gutiérrez, M. (Coord.). Innovación e investigación en la formación inicial del profesorado de infantil y primaria desde las Didácticas de las Ciencias Experimentales y Sociales. Barcelona: Ediciones Octaedro, S.L. 2019. https:/ / elibro.net/ es/ lc/ usj/ titulos/ 158295 |
García Peñalvo, F. y Mena, J. Search and research: teacher education for contemporary contexts. Salamanca: Ediciones Universidad de Salamanca, 2017. https:/ / elibro.net/ es/ lc/ usj/ titulos/ 55888 |
Recommended websites:
@Tic Revista d' innovació educativa | https://ojs.uv.es/index.php/attic |
Contextos Educativos: Revista de Educación | https://publicaciones.unirioja.es/ojs/index.php/contextos |
Educación XX1 | http://revistas.uned.es/index.php/educacionXX1/index |
Educar | https://educar.uab.cat/index |
Innovación Educativa | Innovación Educativa |
Perfiles educativos | http://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/index |
Revista Complutense de Educación | https://revistas.ucm.es/index.php/RCED |
Revista de Educación | https://www.educacionyfp.gob.es/revista-de-educacion/numeros-revista-educacion.html |
Biblioteca Virtual Tirant | https://rocinante.usj.es/login?url=https://biblioteca.nubedelectura.com/cloudLibrary/login/login?username=USJ&password=KbNoPg |
e-Libro (antiguo Ebook Central) | https://rocinante.usj.es/sso/elibro/?context=654d4504-b18c-4735-a38f-a90ce8c71e53 |
ERIC (EBSCO) | http://rocinante.usj.es/login?url=http://search.ebscohost.com/login.aspx?profile=ehost&defaultdb=eric |
* Guía Docente sujeta a modificaciones