scholarly journals Literacies and the Development of Social, Critical, and Creative Thought in Textbook Activities for Primary Education in Social Sciences and the Spanish Language

2019 ◽  
Vol 10 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Esther Sanz de la Cal ◽  
Jaime Ibáñez Quintana
Keyword(s):  
Social Sciences ◽  
Primary Education ◽  
Spanish Language ◽  
Creative Thought ◽  
Social Critical

scholarly journals The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers

2020 ◽  
Vol 9 (2) ◽  
pp. 9 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Joan Pagès Blanch
Keyword(s):  
Social Sciences ◽  
Primary Education ◽  
Social Problems ◽  
Creative Thought ◽  
Trainee Teachers ◽  
Qualitative And Quantitative ◽  
Teaching History ◽  
The Social ◽  
Social Critical ◽  
Educational Potential

The principal objective of the present study is to analyze the representations of Primary Education trainee teachers (n = 232) involving the end-purposes of teaching History and, in particular, their views on the didactic treatment and curricular inclusion of social problems at this educational stage. A mixed investigation method is applied, which combines both qualitative and quantitative approaches. The results pointed to a predictive influence of the degree of importance attached to the didactic treatment of social problems and the frequency with which they were covered on the Degree Course, for the assessment of their explicit inclusion in the Social Sciences curriculum. Likewise, the educational potential of the social problems appeared to be unconnected to the most highly assessed end-purposes, which are related to the development of social, critical, and creative thought for participation and social intervention.

scholarly journals The Figure of the Teacher-Prosumer for the Development of an Innovative, Sustainable, and Committed Education in Times of COVID-19

2021 ◽  
Vol 13 (3) ◽  
pp. 1128
Author(s):  
Laura Triviño-Cabrera ◽  
Elisa Isabel Chaves-Guerrero ◽  
Laura Alejo-Lozano
Keyword(s):  
Social Sciences ◽  
Sustainable Development ◽  
Primary Education ◽  
Online Teaching ◽  
Qualitative Methodology ◽  
Educational Innovation ◽  
Active Role ◽  
Public Access ◽  
Face To Face ◽  
Before And After

Studies on the adaptation from face-to-face to online teaching during lockdown show the before and after in education that faces the double challenge of promoting digital skills and public access to connectivity and electronic devices in the post-COVID-19 era. Therefore, this article contributes to these new emerging lines of educational research by presenting an educational innovation project called “Teachers Versus COVID-19”. This project aimed to verify whether the figure of teacher-prosumer, that is, consumers of media culture and creators of their own educational resources, favors the initial training of teachers during the pandemic. To this end, the following objectives were proposed: firstly, test whether the figure of the teacher-prosumer contributes to improving the adaptation of face-to-face teaching to the virtual modality of the Didactics of Social Sciences in the Degree in Primary Education during lockdown; secondly, analyze the production of content on social networks by the students in the Degree in Primary Education, according to the objectives of sustainable development. To validate our teacher-prosumer proposal, we chose the design-based research (DBR) qualitative methodology. For this, 240 students from the course in Didactics of Social Sciences of the Degree in Primary Education at the University of Malaga created 37 educational videos that teach the social sciences curriculum to children between 6 and 12 years of age from the perspective of relevant social problems and the Sustainable Development Goals. These videos were disseminated through the project’s YouTube channel. The results of this study corroborate the effectiveness of turning students into teachers-prosumers, generating the development of critical, creative, digital, and socio-emotional skills so that they feel committed to playing an active role in social changes for a sustainable world.

scholarly journals Descentralización educativa y curricular en España, 1978-2018. El caso del currículo de Ciencias Sociales en Educación Primaria /Educational and curricular decentralization in Spain, 1978-2018. The case of the Social Sciences curriculum in Primary Education

2018 ◽  
pp. 937-957
Author(s):  
Carmen Rosa García Ruiz ◽  
Ramón Martínez Medina
Keyword(s):  
Social Sciences ◽  
Primary Education ◽  
The Social ◽  
Educación Primaria

El artículo realiza un análisis de la evolución del sistema educativo español en los últimos cuarenta años. El objeto del mismo es entender la evolución de las políticas educativas adoptadas y su influencia en el curriculum de Ciencias Sociales. El análisis realizado nos desvela que, el ingente esfuerzo democratizador realizado en este período, ha configurado un sistema educativo descentralizado y plural que contribuye a que las políticas educativas globalizadoras tengan una aplicación desigual. El análisis curricular se ha centrado en la evolución experimentada por el área de conocimiento de Ciencias Sociales en los dos últimos cambios legislativos. Las conclusiones alcanzadas nos sirven para diseñar estrategias en la formación del futuro profesorado, para el desarrollo autónomo y democrático del curriculum social.PALABRAS CLAVE: Sistema educativo español. Curriculum. Ciencias Sociales. Educación Primaria.

scholarly journals Towards Bilingual Primary Education: CLIL Activity Design for Arts and Social Sciences

2018 ◽  
Vol 21 (2) ◽  
pp. 127
Author(s):  
Raquel Sánchez Ruiz ◽  
Rosa María López Campillo
Keyword(s):  
Social Sciences ◽  
Primary Education ◽  
Innovación Educativa ◽  
Futuros Maestros ◽  
Activity Design

<p>La educación bilingüe se ha convertido en una tendencia de innovación e investigación educativa durante los últimos diez años; de hecho, es una prioridad del sistema educativo actual. Por tanto, los centros de formación, como las Facultades de Educación, deben proporcionar al alumno las herramientas y los conocimientos necesarios para que sean buenos profesionales en sus futuros centros plurilingües y pluriculturales. Así, este trabajo tiene dos objetivos: mostrar la implementación de un proyecto de innovación en la Modalidad Bilingüe de la Facultad de Educación de Albacete, que consistió en el diseño de recursos AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) para Plástica y Ciencias Sociales; y explicar cómo esta experiencia supuso una oportunidad para profundizar en CLIL (<em>Content and Language Integrated Language</em>, equivalente a AICLE) y otras necesidades específicas de los futuros maestros de Primaria en colegios plurilingües. Este estudio se enmarca en la innovación educativa y se sirve de la investigación-acción, la investigación en el aula y el enfoque etnográfico de estudios de caso. Los resultados pondrán de manifiesto los beneficios de este tipo de proyectos en la formación de los futuros maestros, en sus prácticas y Trabajo de Fin de Grado, y demostrarán que las mencionadas Facultades están trabajando para acercar la realidad de los colegios a las aulas universitarias.</p>

scholarly journals The Influence of Headteachers’ Motivation Practices on Girls’ Access to Public Primary Education in Garissa Sub-county, Garissa County, Kenya

2020 ◽  
Vol 8 (4) ◽  
pp. 494-502
Author(s):  
Garat Hassan Osman ◽  
Dr. Benson Njoroge ◽  
Dr. Reuben Kenei
Keyword(s):  
Social Sciences ◽  
Primary Education ◽  
Qualitative Data ◽  
Management Practices ◽  
Descriptive Statistics ◽  
Child Rights ◽  
Descriptive Research ◽  
Free Primary Education ◽  
School Supervision ◽  
Narrative Forms

Introduction of Free Primary Education has increased demand for primary education. However, the number of girls’ accessing primary education is still below expectations with the ratio of boys to girls being 5:2 in Garissa Sub-County. The purpose of this study was to assess the influence of headteachers’ motivation practices on girls’ access to primary education in Garissa Sub-County, Garissa County, Kenya. The study was guided by the Management Practices and Pearson’s Gender Relations Theories. The study adopted mixed methodology and descriptive research design. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed using descriptive statistics such as frequencies, percentages, mean and standard deviation and inferentially using Pearson’s Product Moment Correlation with the help of Statistical Package for Social Sciences (SPSS Version 23) and presented using tables. The study established that headteachers’ motivation practices influence girls’ access to public primary education. Thus, the study recommends that headteachers need to change their approaches of motivating girls to enroll in schools. School supervision by the headteacher and the Directorate of Quality Assurance and Standards should be enhanced for monitoring to give proper guidance to the headteachers on the need to implement child rights education in their schools.

scholarly journals La Interdisciplinariedad En El Aula De Educación Secundaria: Una Investigación A Través De La Opinión Del Profesorado De Las Áreas De Música, Lengua Castellana Y Literatura, Y Ciencias Sociales.

2017 ◽  
Vol 13 (19) ◽  
pp. 281
Author(s):  
Carmen M. Zavala Arnal ◽  
Jorge Ramón Salinas
Keyword(s):  
Social Sciences ◽  
Daily Practice ◽  
Spanish Language ◽  
Educational Context ◽  
Language And Literature

This paper shows the results of a study which analyzes daily practice through the opinion of teachers in Spain, which prompt us to consider the need for interdisciplinary activities. The study focuses on three areas: Music, Spanish Language and Literature, and Social Sciences. The results point at a favourable opinion of teachers regarding interdisciplinarity between the three subjects, although they highlight the obstacles arising from the curricular and educational context. The aim is to contribute to the integration in learning/teaching processes of interdisciplinary activities which can favour teachers as well as learners of these subjects.

Hyperobjects, Media, and Assemblages of Collective Living: Playing With Ontology as Environmental Education

2019 ◽  
Vol 35 (3) ◽  
pp. 213-221
Author(s):  
Jesse Bazzul
Keyword(s):  
Social Sciences ◽  
Environmental Education ◽  
Ecological Crisis ◽  
Ecological Awareness ◽  
Creative Thought ◽  
The World ◽  
The Future ◽  
Humanities And Social Sciences ◽  
Environmental Educators

AbstractThis article emphasises the importance of creative thought for environmental education through a discussion of the ontologically rich work of Anna Tsing, Timothy Morton and John Peters. The recent turn toward ontology in the humanities and social sciences has consequently led to diverse theories about ‘how things are’, and some of these concepts might assist justice-oriented environmental educators in raising ecological awareness in a time of crisis. Using assemblages, media and hyperobjects as concepts to (re)imagine the the world(s) of the Anthropocene, this article promotes a practice of ontic-play, a constantly changing engagement with ontological thought. To think through ecological crisis means moving towards philosophy as creation or art. In other words, engaging thought from the future.

scholarly journals RENDIMIENTO ESCOLAR Y AUTOCONCEPTO EN EDUCACIÓN PRIMARIA. RELACIÓN Y ANÁLISIS POR GÉNERO

2017 ◽  
Vol 3 (1) ◽  
pp. 315 ◽  
Author(s):  
Lucía Herrera Torres ◽  
Mohamed Al-Lal Mohand ◽  
Laila Mohamed Mohand
Keyword(s):  
Public Schools ◽  
Primary Education ◽  
School Achievement ◽  
Sixth Grade ◽  
Spanish Language ◽  
The Self ◽  
Self Concept ◽  
School Students ◽  
Five Dimensions ◽  
Educación Primaria

Abstract.SCHOOL ACHIEVEMENT AND SELF-CONCEPT IN PRIMARY EDUCATION. RELATIONSHIP AND ANALYSIS BY GENDERThis paper aims, on the one hand, to analyze the relationship between self-concept and school achievement. On the other hand, to establish if there are differences in both constructs according to the gender of the students. The study included 422 primary school students, of whom 198 were boys and 224 girls. 48.3% were in fifth grade and 51.7% in sixth grade. The children studied in eight of the twelve public schools of childhood and primary education of the autonomous city of Melilla. The instruments used for data collection were two. Firstly, a register of the ratings obtained in the subjects of Environmental Knowledge, Spanish Language and Mathematics of each student, facilitated by the students’ tutors. Secondly, the Test of Self-Concept Form 5 (AF-5). The results showed positive correlations between the ratings of the three subjects evaluated and three of the five dimensions of the self-concept: academic, social and family. Regarding gender analysis, they were found in the ratings for the Spanish Language subject, so that the girls scored higher than the boys. In addition, gender differences were also found in the dimensions of academic, emotional and family self-concept. Thus, girls outperformed boys on academic and family self-concept, whereas in the self-esteem the boys scored higher.Keywords: Self-Concept, School Achievement, Primary Education, GenderResumen.Este trabajo pretende, por una parte, analizar la relación entre autoconcepto y rendimiento escolar. Por otra, establecer si existen diferencias en ambos constructos en función del género de los estudiantes. En el estudio participaron 422 estudiantes de Educación Primaria, de los cuales 198 eran niños y 224 niñas. El 48.3% se encontraba en quinto curso y el 51.7% en sexto curso. Los niños estudiaban en ocho de los doce centros públicos de educación infantil y primaria de la ciudad autónoma de Melilla. Como instrumentos de recogida de información se emplearon dos. En primer lugar, un registro de las calificaciones finales en las asignaturas de Conocimiento del Medio, Lengua Castellana y Matemáticas de cada estudiante, facilitado por los tutores de los alumnos. En segundo lugar, el Cuestionario de Autoconcepto Forma 5 (AF-5). Los resultados pusieron de manifiesto correlaciones positivas entre las calificaciones de las tres asignaturas evaluadas y tres de las cinco dimensiones del autoconcepto: académico, social y familiar. En lo relativo al análisis en función del género, se encontraron en las calificaciones para la asignatura de Lengua Castellana, de modo que las niñas puntuaron más alto que los niños. Además, también se encontraron diferencias por género en las dimensiones del autoconcepto académico, emocional y familiar. Así, las niñas presentaban un autoconcepto académico y familiar superior a los niños, mientras que en el autoconcepto emocional fueron los niños los que puntuaron más alto.Palabras clave: autoconcepto, rendimiento escolar, educación primaria, género

scholarly journals Cambiemos la historia. Una creación hipertextual basada en las TIC

2016 ◽  
pp. 36-43
Author(s):  
María Marco Martínez ◽  
Darío Bañón Olivares
Keyword(s):  
Primary Education ◽  
Teaching Experience ◽  
Spanish Language ◽  
Reading Habit ◽  
Musical Form ◽  
Classical Literature ◽  
Main Approach ◽  
Language And Literature ◽  
Ict Tools ◽  
Musical Patterns

The historical chronology shows a narrow intertextual link between literature and music, present in various cultural and artistic contexts. It is essential, therefore, employment and use of educational skills as the main approach to promoting reading habit among students.Through to ICT and the area of Arts Education can develop an active methodology where standards and focused on the understanding and the promotion of reading fiction in the area of Spanish Language and Literature contents are worked, thus promoting creativity and autonomy in students through meaningful learning that contributes to the development of the learners.The draft is based on a teaching experience of hypertext creation aimed at students in 5th year of Primary Education (2nd Tranche), where classical literature (folktales) merges with the ternary musical form (ABA), the point starting from a narrative and musical invention which is reflected in ICT tools through different program used for editing and mounting. This is intended also to demonstrate the similarity between the structure and organization which keep the literary and musical patterns.

The Reification of the Other as a Social Pathology

2020 ◽  
Vol 12 ◽  
pp. 13-44
Author(s):  
Alexis Gros ◽  
Keyword(s):  
Social Sciences ◽  
Critical Theory ◽  
Social Theory ◽  
Formal Model ◽  
Frankfurt School ◽  
The Other ◽  
Critical Social Theory ◽  
Social Pathology ◽  
Social Critical ◽  
Alternative Reading

The present paper constitutes an attempt to articulate, systematize, and further develop the implicit traces of a phenomenological critical theory that, according to Michael Barber’s reading, are to be found in Schutz’s thought. It is my contention that a good way to achieve this aim is by reading Schutz against the background of novel, phenomenologically and hermeneutically informed accounts of Critical Theory in the tradition of the Frankfurt School, such as Hartmut Rosa’s. In order to achieve the stated objective, I will proceed in four steps. First (1), I will briefly reconstruct the mostly negative reception of phenomenology, the interpretive social sciences, and Schutz by both the Frankfurt School and contemporary critical social theory. Second (2), I will present Barber’s alternative reading of Schutzian phenomenology as entailing an implicit ethics and a rudimentary critical theory based thereon. Third (3), I will sketch out Rosa’s formal model of Critical Theory as an heuristic means for articulating Schutz’s unspoken social-critical insights. Finally (4), establishing a dialogue between Barber’s reading of Schutz and Rosa’s account, I will provide a preliminary articulation of Schutz’s rudimentary critical theory.

Sign in / Sign up

Export Citation Format

Share Document