Guía Docente 2020-21


Id.: 32548
Subject type: OBLIGATORIA
Year: 3 Teaching period: Primer Cuatrimestre
Credits: 6 Total hours: 150
Classroom activities: 64 Individual study: 86
Main teaching language: Inglés Secondary teaching language: Castellano
Lecturer: Email:


This course will bring the student the knowledge requiered to any primrary teacher to develop skills and competences to design and implement innovative teaching  and research projects that will generate in her/ his future students basic skills as stated in the Social Sciences Curricula. The student will be introduced to the basic research tools in Social Sciences and Education. This is an introductory course in research in Social Sciences and Innovation applied to the field of Education. However the students will apply rigorous research methods and tools taking always into acount  high ethical standards.
The knowledge acquire in this course will bring the student to become a researcher fo his/ her own teaching practice.


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.


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.



The program may change according to the development of the students during the semester.

It is very important that students attend to class and come prepare with the assignments developed in order to continue with the work they have to develop. It is key that students practice academic writing and speaking and this needs of previous work from the student.

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 applied:

During this course a variety of teaching methods will be used including lectures, class discussions, simulations,
and small group work. This course is planned to be reading intensive the first months of the semester. Thus, students
would be able to understand contribute to class discussions with a knowledge based. 
One of the main requirements of this course is to complete the assigned readings for the week and be prepared to
comment on them . This will greatly enhance class
discussions. Another important requirement is to participate actively in class discussions and in your small groups, as well
as on the practical activities.Your contribution is important and through your active participation, we can all learn more
from each other and about the topics being analyzed.
 This course is based on social constructivism therefore students' active class participation and reflection is key.
Class would be divided between introduction to topics and class discussion followed by practical-learning activies.
This course is based on continuous evaluation (Formative evaluation), this is why all the assignments should be handed
 in order to obtain a final course grade, in February 2020.
You are preparing to enter a professional field and you must exhibit those behaviors even beginning now. This includes
respectful participation in discussions, adherence to appropriate interactional styles and a professional attitude both in
and out of class. A professional attitude means that you do not ridicule or unnecessarily criticize others either within class
or outside the class. It is important to be opne minded to be a good researcher, you have to be curious and be asking constant questions about the eductaional context we live in, this will help you develop great inquiry skills and it will enhance your teaching practice in a near future.
Plagiarism is an illegal and unethical activity. I have NO tolerance for it. Plagiarism is the intentional or unintentional
representation of someone else’s work as your own. Everything you write should be yours or cited correctly using APA
6th Ed. Manual. Detecting plagiarism will be a fail in the research project.

Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 16
Practical exercises 15
Practical work, exercises, problem-solving etc. 12
Debates 3
Coursework presentations 9
Films, videos, documentaries etc. 2
Workshops 4
Assessment activities 3
Individual study
Tutorials 4
Individual study 17
Project work 19
Research work 18
Compulsory reading 12
Recommended reading 2
Portfolio 14
Total hours: 150


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.


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
Instituto Nacional de Estadística INE
GLOBE Project
The SAGE Project
EDULEARN International Conference about education

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