María Puig Gutiérrez, Esperanza Del Rocío Espino Peñate
La educación para la ciudadanía constituye una oportunidad transformadora de la triple crisis planetaria: ecológica, socioambiental y cívica. El objetivo de esta investigación ha sido conocer su enfoque según el principal material curricular utilizado: el libro de texto. Para ello, se consideraron dos editoriales representativas en las aulas infantiles de la ciudad de Sevilla. Concretamente, se aplicó el análisis de contenido a partir de un guion diseñado. Los resultados mostraron la inadaptación educativa a la realidad natural y social, así como la inatención al derecho de participación activa. El trabajo individualizado y pasivo que emerge de la “cultura de fichas” se aleja del conocimiento y relación para con el medio. En este sentido, el análisis de los materiales curriculares refleja la necesidad de replantear la educación en cualquiera de sus niveles de concreción. Este estudio invita a la reflexión crítica en torno al valor de la formación ciudadana ya desde la infancia.
{"title":"Educación para la ciudadanía en los libros de texto del segundo curso de Educación Infantil","authors":"María Puig Gutiérrez, Esperanza Del Rocío Espino Peñate","doi":"10.7203/dces.43.25079","DOIUrl":"https://doi.org/10.7203/dces.43.25079","url":null,"abstract":"La educación para la ciudadanía constituye una oportunidad transformadora de la triple crisis planetaria: ecológica, socioambiental y cívica. El objetivo de esta investigación ha sido conocer su enfoque según el principal material curricular utilizado: el libro de texto. Para ello, se consideraron dos editoriales representativas en las aulas infantiles de la ciudad de Sevilla. Concretamente, se aplicó el análisis de contenido a partir de un guion diseñado. Los resultados mostraron la inadaptación educativa a la realidad natural y social, así como la inatención al derecho de participación activa. El trabajo individualizado y pasivo que emerge de la “cultura de fichas” se aleja del conocimiento y relación para con el medio. En este sentido, el análisis de los materiales curriculares refleja la necesidad de replantear la educación en cualquiera de sus niveles de concreción. Este estudio invita a la reflexión crítica en torno al valor de la formación ciudadana ya desde la infancia. ","PeriodicalId":42109,"journal":{"name":"Didactica de las Ciencias Experimentales y Sociales","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47735839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rafael Sebastiá Alcaraz, Emilia María Tonda Monllor, J. García Rubio
La finalidad de la investigación es comprobar si realmente los Objetivos de Desarrollo Sostenible (ODS) tienen presencia en las aulas y en la formación del alumnado en prácticas del Grado de Maestro en Educación Primaria. Para ello, 69 estudiantes de la Facultad de Educación de la Universidad de Alicante, distribuidos en 25 centros educativos durante el curso 2021-22, han respondido a un cuestionario para constatar si se han incluido los ODS en la documentación de los centros educativos y si se incorporan en las asignaturas. El cuestionario también recoge datos sobre la forma de comunicar los ODS, y materiales y recursos didácticos que se utilizan en la enseñanza de la Geografía. La principal conclusión obtenida es que en los centros escolares todavía queda mucho camino por recorrer en la incorporación de los ODS a la documentación oficial, y que su tratamiento queda reservado particularmente para el área de Ciencias Sociales (Conocimiento del Medio).
{"title":"Los Objetivos de Desarrollo Sostenible en el currículo escolar según la experiencia del alumnado en el prácticum II de Magisterio","authors":"Rafael Sebastiá Alcaraz, Emilia María Tonda Monllor, J. García Rubio","doi":"10.7203/dces.43.25305","DOIUrl":"https://doi.org/10.7203/dces.43.25305","url":null,"abstract":"La finalidad de la investigación es comprobar si realmente los Objetivos de Desarrollo Sostenible (ODS) tienen presencia en las aulas y en la formación del alumnado en prácticas del Grado de Maestro en Educación Primaria. Para ello, 69 estudiantes de la Facultad de Educación de la Universidad de Alicante, distribuidos en 25 centros educativos durante el curso 2021-22, han respondido a un cuestionario para constatar si se han incluido los ODS en la documentación de los centros educativos y si se incorporan en las asignaturas. El cuestionario también recoge datos sobre la forma de comunicar los ODS, y materiales y recursos didácticos que se utilizan en la enseñanza de la Geografía. La principal conclusión obtenida es que en los centros escolares todavía queda mucho camino por recorrer en la incorporación de los ODS a la documentación oficial, y que su tratamiento queda reservado particularmente para el área de Ciencias Sociales (Conocimiento del Medio).","PeriodicalId":42109,"journal":{"name":"Didactica de las Ciencias Experimentales y Sociales","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48141559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Pérez-Rodríguez, Elisa Navarro-Medina, Nicolás De-Alba-Fernández
La educación se enfrenta al desafío de formar a una ciudadanía capaz de responder a los problemas actuales. En este artículo presentamos un estudio de casos múltiple con nueve docentes universitarios en formación. La investigación busca determinar los itinerarios de cambio al incluir problemas sociales relevantes para trabajar la educación para la ciudadanía en sus clases. Mediante una técnica de análisis de contenido conocemos las concepciones sobre las prácticas docentes, antes y después de la formación recibida. Los resultados apuntan a una menor resistencia para cambiar el modelo metodológico e introducir estrategias basadas en la reflexión crítica que para transformar las finalidades y los contenidos.
{"title":"Enseñanza en torno a problemas y educación para la ciudadanía en la universidad. Obstáculos y dinamizadores del cambio en la formación docente universitaria","authors":"N. Pérez-Rodríguez, Elisa Navarro-Medina, Nicolás De-Alba-Fernández","doi":"10.7203/dces.43.24433","DOIUrl":"https://doi.org/10.7203/dces.43.24433","url":null,"abstract":"La educación se enfrenta al desafío de formar a una ciudadanía capaz de responder a los problemas actuales. En este artículo presentamos un estudio de casos múltiple con nueve docentes universitarios en formación. La investigación busca determinar los itinerarios de cambio al incluir problemas sociales relevantes para trabajar la educación para la ciudadanía en sus clases. Mediante una técnica de análisis de contenido conocemos las concepciones sobre las prácticas docentes, antes y después de la formación recibida. Los resultados apuntan a una menor resistencia para cambiar el modelo metodológico e introducir estrategias basadas en la reflexión crítica que para transformar las finalidades y los contenidos.","PeriodicalId":42109,"journal":{"name":"Didactica de las Ciencias Experimentales y Sociales","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47326262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Este artículo pone foco en los Jardines Botánicos (JB) como escenarios interesantes desde el punto de vista del aprendizaje, motivando a docentes a utilizarlos como recursos educativos y contextos de aprendizaje. Se divide en siete secciones: (1) se realiza una introducción a la temática, haciendo énfasis en la idea del aprendizaje más allá del aula; (2) se realiza una indagación teórica en torno a los contextos museológicos de los JB, qué son, una breve historia y para qué sirven; (3) se considera la importancia de las plantas y cómo promover su estudio; (4) se muestra cómo localizar el JB más cercano a tu ubicación; (5) se ofrecen temáticas para abordar en un JB; y (6) se ofrece una secuencia didáctica para trabajar antes, durante y después de la visita a un JB.
{"title":"Más allá del aula: Los Jardines Botánicos como recursos educativos y contextos de aprendizaje","authors":"Emiliano Foresto","doi":"10.7203/dces.43.20256","DOIUrl":"https://doi.org/10.7203/dces.43.20256","url":null,"abstract":"Este artículo pone foco en los Jardines Botánicos (JB) como escenarios interesantes desde el punto de vista del aprendizaje, motivando a docentes a utilizarlos como recursos educativos y contextos de aprendizaje. Se divide en siete secciones: (1) se realiza una introducción a la temática, haciendo énfasis en la idea del aprendizaje más allá del aula; (2) se realiza una indagación teórica en torno a los contextos museológicos de los JB, qué son, una breve historia y para qué sirven; (3) se considera la importancia de las plantas y cómo promover su estudio; (4) se muestra cómo localizar el JB más cercano a tu ubicación; (5) se ofrecen temáticas para abordar en un JB; y (6) se ofrece una secuencia didáctica para trabajar antes, durante y después de la visita a un JB.","PeriodicalId":42109,"journal":{"name":"Didactica de las Ciencias Experimentales y Sociales","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43510777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.17398/2531-0968.11.35
Mariona Massip Sabater, Edda Sant
{"title":"Género y educación ciudadana. Enfoques feministas-relacionales en la educación política","authors":"Mariona Massip Sabater, Edda Sant","doi":"10.17398/2531-0968.11.35","DOIUrl":"https://doi.org/10.17398/2531-0968.11.35","url":null,"abstract":"","PeriodicalId":42109,"journal":{"name":"Didactica de las Ciencias Experimentales y Sociales","volume":"11 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87785807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The area of Didactics of the Social Sciences and, in general, the Social Sciences, have progressively incorporated the theories of feminism, intersectionality and, therefore gender as a category of analysis, especially with regard to the development of historical thought, in the processes of learning and teaching. Research in this area is increasing and, in recent years, case studies, round tables and specific meetings have been developed. However, the main research problem is to know how the use or not of this analysis category is influencing students' thinking and what will be their teaching practice. This article is reflected on the need of focusing on the gender competence in the pre-service teachers so that they are able to Género: una categoría de análisis clave para desarrollar competencias para una cultura democrática 7 REIDICS, 11, 2022, pp. 06-19 acquire critical digital skills for developing in their students a true democratic culture which is not based on hegemonic cultural models, heteropatriarchal, sexist and eurocentric.
社会科学教学学领域，以及一般的社会科学领域，已经逐渐将女权主义理论、交叉性理论，以及性别理论作为一种分析范畴，特别是关于历史思想的发展，纳入到学习和教学过程中。这方面的研究正在增加，近年来还开展了个案研究、圆桌会议和具体会议。然而，主要的研究问题是了解这种分析类别的使用或不使用如何影响学生的思维，以及他们将如何进行教学实践。这篇文章反映了关注职前教师性别能力的需要，这样他们就能够g: una categoría de análisis clave para desarrollar competencias para una culture democrática 7 REIDICS, 11,2022, pp. 06-19获得关键的数字技能，以便在他们的学生中培养真正的民主文化，而不是基于霸权文化模式、异性恋、性别歧视和欧洲中心主义。
{"title":"Género: una categoría de análisis clave para desarrollar competencias para una cultura democrática","authors":"Mª Consuelo Díez Bedmar","doi":"10.17398/2531-0968.11.6","DOIUrl":"https://doi.org/10.17398/2531-0968.11.6","url":null,"abstract":"The area of Didactics of the Social Sciences and, in general, the Social Sciences, have progressively incorporated the theories of feminism, intersectionality and, therefore gender as a category of analysis, especially with regard to the development of historical thought, in the processes of learning and teaching. Research in this area is increasing and, in recent years, case studies, round tables and specific meetings have been developed. However, the main research problem is to know how the use or not of this analysis category is influencing students' thinking and what will be their teaching practice. This article is reflected on the need of focusing on the gender competence in the pre-service teachers so that they are able to Género: una categoría de análisis clave para desarrollar competencias para una cultura democrática 7 REIDICS, 11, 2022, pp. 06-19 acquire critical digital skills for developing in their students a true democratic culture which is not based on hegemonic cultural models, heteropatriarchal, sexist and eurocentric.","PeriodicalId":42109,"journal":{"name":"Didactica de las Ciencias Experimentales y Sociales","volume":"118 6","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72376092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.17398/2531-0968.11.68
Ann E. Wilson-Daily, Gemma Sebares-Valle, Judit Sabido-Codin, Maria Feliu-Torruella
While many studies have looked at the treatment of gender in the secondary classroom in Spain, few have focused on LGBTQ+ secondary experiences from a gender perspective. Twenty recently graduated secondary students who currently identify as LGBTQ+ participated in semi-structured interviews and a focus group centering on their school experiences (the data collection type respected participants’ personal preferences). Participants reported receiving little LGBTQ+-related content in their social science classes and school in general, but when content was presented, it was focused on homosexual males, mainly, superficial comments on the homosexual identification of male historical figures or on the general acceptance of male homosexuality in the past. These former secondary students recognized the privilege of males and male identities within the LGBTQ+ collective, not only within the curriculum, but also in terms of treatment by their peers. Furthermore, the little support that students did receive from their teachers, seemed to come principally from female figures. The findings illustrate how heteronormative social norms dominate within schools and highlight specific shortcomings of secondary schools regarding LGBTQ+ student experiences from a gender perspective.
{"title":"LGTBIQ+ en el instituto: revisando experiencias pasadas desde una perspectiva de género","authors":"Ann E. Wilson-Daily, Gemma Sebares-Valle, Judit Sabido-Codin, Maria Feliu-Torruella","doi":"10.17398/2531-0968.11.68","DOIUrl":"https://doi.org/10.17398/2531-0968.11.68","url":null,"abstract":"While many studies have looked at the treatment of gender in the secondary classroom in Spain, few have focused on LGBTQ+ secondary experiences from a gender perspective. Twenty recently graduated secondary students who currently identify as LGBTQ+ participated in semi-structured interviews and a focus group centering on their school experiences (the data collection type respected participants’ personal preferences). Participants reported receiving little LGBTQ+-related content in their social science classes and school in general, but when content was presented, it was focused on homosexual males, mainly, superficial comments on the homosexual identification of male historical figures or on the general acceptance of male homosexuality in the past. These former secondary students recognized the privilege of males and male identities within the LGBTQ+ collective, not only within the curriculum, but also in terms of treatment by their peers. Furthermore, the little support that students did receive from their teachers, seemed to come principally from female figures. The findings illustrate how heteronormative social norms dominate within schools and highlight specific shortcomings of secondary schools regarding LGBTQ+ student experiences from a gender perspective.","PeriodicalId":42109,"journal":{"name":"Didactica de las Ciencias Experimentales y Sociales","volume":"4 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72777114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.17398/2531-0968.11.101
Gisela de la Guardia Montesdeoca
The present work tackles the relation between the Pedagogical Renewal Movements and the methodological innovation in the didactics of the social sciences. For this, a qualitative research has been carried out through the analysis of various sources, mainly, the specific publication of the Tamonante collective and the Tahor Magazine , as well as documentation prepared by participating groups and teachers. The main objective that is pursued is to determine the implication of the Pedagogical Renewal Movements in the constitution of active methodological assumptions that will led to a whole paradigm shift in teaching after the years of dictatorship and the constitution of an innovate educational in the Canary Islands. All of this will lay the foundations for the incorporation of innovative methodologies in the classroom where students assume a leading role and heritage as an essential element of the didactic proposal in the Canary Islands.
{"title":"Pedagogías de la frontera: innovación en la didáctica de las Ciencias Sociales en Canarias","authors":"Gisela de la Guardia Montesdeoca","doi":"10.17398/2531-0968.11.101","DOIUrl":"https://doi.org/10.17398/2531-0968.11.101","url":null,"abstract":"The present work tackles the relation between the Pedagogical Renewal Movements and the methodological innovation in the didactics of the social sciences. For this, a qualitative research has been carried out through the analysis of various sources, mainly, the specific publication of the Tamonante collective and the Tahor Magazine , as well as documentation prepared by participating groups and teachers. The main objective that is pursued is to determine the implication of the Pedagogical Renewal Movements in the constitution of active methodological assumptions that will led to a whole paradigm shift in teaching after the years of dictatorship and the constitution of an innovate educational in the Canary Islands. All of this will lay the foundations for the incorporation of innovative methodologies in the classroom where students assume a leading role and heritage as an essential element of the didactic proposal in the Canary Islands.","PeriodicalId":42109,"journal":{"name":"Didactica de las Ciencias Experimentales y Sociales","volume":"33 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90644245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.17398/2531-0968.11.20
A. Savelli
This contribution attempts to give an overall picture of the didactics of gender history in Italy. It addresses the regulatory aspect, the broader context of cultural policies and public debate (in which history and historians appear largely marginalised), the presence of innovative teaching tools introduced with the aim of overcoming the rigidity of textbooks and bringing the most recent results of historiographic research into the teaching of gender history. Above all, the Italian Society of Historians (founded in 1989) is involved in teacher training. Educational projects are also developed by universities, study centres, associations and various cultural institutions, including the network of Historical Institutes of the Resistance. The text also examines a recent journal monograph - Ricerche Storiche, 2 (2019) - dedicated to the teaching of gender history. What emerges is the fragmentary nature of the framework and the initiatives, the lack of take-up by institutions, especially in relation to the training and updating of teachers. In the Italian political and cultural debate, the history of gender relations always appears as one particular story among many, and not as one of the great founding questions of historical reconstruction itself.
{"title":"La didattica della storia di genere: alcune note sul contesto italiano","authors":"A. Savelli","doi":"10.17398/2531-0968.11.20","DOIUrl":"https://doi.org/10.17398/2531-0968.11.20","url":null,"abstract":"This contribution attempts to give an overall picture of the didactics of gender history in Italy. It addresses the regulatory aspect, the broader context of cultural policies and public debate (in which history and historians appear largely marginalised), the presence of innovative teaching tools introduced with the aim of overcoming the rigidity of textbooks and bringing the most recent results of historiographic research into the teaching of gender history. Above all, the Italian Society of Historians (founded in 1989) is involved in teacher training. Educational projects are also developed by universities, study centres, associations and various cultural institutions, including the network of Historical Institutes of the Resistance. The text also examines a recent journal monograph - Ricerche Storiche, 2 (2019) - dedicated to the teaching of gender history. What emerges is the fragmentary nature of the framework and the initiatives, the lack of take-up by institutions, especially in relation to the training and updating of teachers. In the Italian political and cultural debate, the history of gender relations always appears as one particular story among many, and not as one of the great founding questions of historical reconstruction itself.","PeriodicalId":42109,"journal":{"name":"Didactica de las Ciencias Experimentales y Sociales","volume":"275 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73741906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.17398/2531-0968.11.118
Andrés Felipe Soto Yonhson, María Soledad Jiménez Morales
{"title":"El rol de las narraciones autobiográficas en la comprensión histórica del sujeto y su comunidad","authors":"Andrés Felipe Soto Yonhson, María Soledad Jiménez Morales","doi":"10.17398/2531-0968.11.118","DOIUrl":"https://doi.org/10.17398/2531-0968.11.118","url":null,"abstract":"","PeriodicalId":42109,"journal":{"name":"Didactica de las Ciencias Experimentales y Sociales","volume":"26 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89451794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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