GIUV2015-217
The group is made up of researchers in social sciences didactics (Geography and History). Our main objective is to diagnose problems in the teaching and learning of Social Sciences and to propose solutions that can contribute to overcoming them, both in formal and non-formal and informal education. To this end, we carry out research into teacher training, developing proposals for improvement; into the skills to be acquired by young people and teachers during compulsory and post-compulsory schooling; into argumentation and critical thinking in the teaching of social sciences; into curricular obstacles in the learning of geographical space and into historiography, identities and the teaching of historical time. The basic principle governing the educational intentions of this group's research is none other than to reveal the mechanisms that organise the functioning of societies, in different places and in past and present times. In this way, a rebellion is proposed against the social hypocrisy that hides under the guise of distinguished culture a content far removed from human concerns. For this goal, it is necessary to find out how the reasoning of pupils and teachers works, which...The group is made up of researchers in social sciences didactics (Geography and History). Our main objective is to diagnose problems in the teaching and learning of Social Sciences and to propose solutions that can contribute to overcoming them, both in formal and non-formal and informal education. To this end, we carry out research into teacher training, developing proposals for improvement; into the skills to be acquired by young people and teachers during compulsory and post-compulsory schooling; into argumentation and critical thinking in the teaching of social sciences; into curricular obstacles in the learning of geographical space and into historiography, identities and the teaching of historical time. The basic principle governing the educational intentions of this group's research is none other than to reveal the mechanisms that organise the functioning of societies, in different places and in past and present times. In this way, a rebellion is proposed against the social hypocrisy that hides under the guise of distinguished culture a content far removed from human concerns. For this goal, it is necessary to find out how the reasoning of pupils and teachers works, which is clearly influenced by the socio-cultural context and emotional and affective factors. For this reason, the proposed research is based on the understanding that the object of the research should facilitate the visibility of the subjects that make citizenship education possible. Consequently, the research activities will be closely linked to proposals for educational innovation and, for this reason, it follows the route of curricular projects that have been consolidated for more than twenty years, as is the case of Gea-Clío. The constitution of local groups of teachers from the different educational levels will allow us to link initial and ongoing training.
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- Desarrollar una investigacion educativa que ayude a formular una metodologia didactica que favorezca el aprendizaje de los problemas sociales
- Realizar una investigacion sobre las metodologias educativas en relacion con las representaciones sociales con profesores y alumnos de otros lugares de España, Iberoamerica y otros lugares del planeta. Se pretende generar una comunidad virtual relacionada con instituciones como la RedLadgeo, Nos Propomos!, Geoforo Iberoamericano y Profesores Historia Iberoamericanos, entre otras
- Realizar una investigacion sobre los modelos de perfeccionamiento docente para el desarrollo de una formacion autonoma de las persones, que les permita adoptar unos criterios de argumentacion y decision para programar sus actividades.
- Cohesionar la investigacion educativa con la innovacion didactica para fomentar el espiritu critico y valorar las aportaciones docentes en los metodos de enseñanza y las representaciones sociales de la misma en la consecucion de una ciudadania consciente
- Diagnosticar problemas en la enseñanza y aprendizaje de las Ciencias Sociales y proponer recursos y metodologias que permitan el desarrollo integral y social de la persona
- Socio-environmental education and heritage education: from the local to the global.Understanding complex social and environmental problems requires an interdisciplinary approach to the study of geography, history and art history, integrating heritage and sustainability perspectives. This also implies an approach to the culture of places in order to assess the reasons for the selection and conservation of certain remains or environments which, in one way or another, may be present in the school environment (museums, archaeological sites, natural parks, monuments, celebrations or festivities, etc.). The search for interdisciplinarity addresses transversal concepts such as sustainability.
- La formación docente desde la investigación académica.Teacher training is an essential part of any education system. The continuous improvement of teacher training processes and experiences is essential if teachers are to become reflective educators who are aware of the role that learning in the social sciences can play in the exercise of democratic citizenship by students. This line of research is concerned with investigating the identity of teachers in their historical contexts, initial and in-service training, and gender and coeducation in teacher education.
- Curricular materials and teaching methodologies.Textbooks, digital technological resources, field work, complemented with different teaching methodologies, are tools and strategies that are used for different purposes in school activities. These same resources can be transformed into documentary sources for research in Didactics of Social Sciences. In this line of work, we develop activities related to the analysis of curricular materials, legal regulations, external tests, curricular innovation proposals, especially those concerning curricular projects. Along with this, special attention is paid to the study of educational technology and the didactics of the social sciences, paying attention to the teaching methodology used, the resources present in the classroom and the pedagogies and hidden meanings inserted in this reality of the 21st century.
- Social representations and identities (gender, nationhood and interculturality).Identities (individual and collective) are very complex to define. On the one hand, they represent "a set of traits of an individual or a group that characterises them in relation to others", but also "a person's awareness of being him/herself and different from others". In this sense, this line of research insists on school learning as a framework that shapes identities and social representations, beyond the common sense socially reproduced and expressed in the media. To this end, it takes into account the historical-cultural dimension of school disciplines and the tendency to naturalise certain contents, practices and uses that hinder innovation.
| Name | Nature of participation | Entity | Description |
|---|---|---|---|
| DAVID PARRA MONSERRAT | Director | Universitat de València | |
| Research team | |||
| JORGE SAIZ SERRANO | Member | Universitat de València | |
| HELENA RAUSELL GUILLOT | Member | Universitat de València | |
| JOSE MANUEL P SOUTO GONZALEZ | Member | Universitat de València - Estudi General | UVEG honorary professor |
| ELVIRA ASENSI SILVESTRE | Member | Universitat de València | |
| BENITO CAMPO PAIS | Member | Universitat de València | |
| DIEGO GARCIA MONTEAGUDO | Member | Universitat de València | |
| CARLOS FUERTES MUÑOZ | Member | Universitat de València | |
| JUAN CARLOS COLOMER RUBIO | Member | Universitat de València | |
| ANTONIO JOSE MORALES HERNANDEZ | Member | Universitat de València | |
| JUAN CARLOS BEL MARTINEZ | Member | Universitat de València | |
| ALVARO FRANCISCO MOROTE SEGUIDO | Member | Universitat de València | |
| NESTOR BANDERAS NAVARRO | Member | Universitat de València | |
| NESTOR BANDERAS NAVARRO | Member | Dirección Gral. Drogodependencias. Consellería de Bienestar social de la Generalitat Valenciana | secondary education teacher |
| RAUL LOPEZ CASTELLO | Member | Universitat de València | |
| RAUL LOPEZ CASTELLO | Member | Universitat de València - Estudi General | UVEG PhD student |
| PAULA JARDON GINER | Collaborator | Universitat de València | |
| ANTONIO CALZADO ALDARIA | Collaborator | Universitat de València | |
| JUAN GARCIA RUBIO | Collaborator | Universitat de València | |
| CARLOS FUSTER GARCIA | Collaborator | Universitat de València | |
| IVAINE MARIA TONINI | Collaborator | Universidade Federal do Rio Grande do sul (Brasil) | temporary lecturer |
| NESTOR BANDERAS NAVARRO | Collaborator | Universitat de València | |
| NESTOR BANDERAS NAVARRO | Collaborator | Dirección Gral. Drogodependencias. Consellería de Bienestar social de la Generalitat Valenciana | secondary education teacher |
- Methodology of experimental and social sciences
- Renewal group, innovation, pedagogical renewal, social participation
- Currículo, materiales curriculares, innovación curricular, tecnologia educativa
- Género, identidades, currículo, prácticas
- Social representations, local environment, environmental education, didactic itineraries, heritage education
