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• W137449749 abstract "Aquesta investigacio descriu, analitza i valora els aprenentatges realitzats per tres estudiants de 3r curs de Magisteri de lespecialitat dEducacio Primaria per ensenyar ciencies socials. Intenta esbrinar quin es limpacte del programa de Didactica de les Ciencies Socials i del Practicum de la seva formacio inicial, per capacitar-les per ensenyar larea de Coneixement del Medi Social i Cultural de Primaria.Per aixo sanalitzen primer les representacions previes que tenen aquestes estudiants de les ciencies socials i del seu ensenyament-aprenentatge i es detecten en comencar el curs coneixements i habilitats necessaries per ensenyar aquesta materia. Aquestes representacions i coneixements inicials son contrastats amb les representacions i coneixements finals, per analitzar-ne els canvis i els aprenentatges realitzats.La majoria dalumnes parteixen duna experiencia poc innovadora de lensenyament i laprenentatge de les ciencies socials. Per aquest motiu, la investigacio es planteja com a objectiu identificar els factors de la relacio entre la teoria i la practica (tant a la facultat com a lescola), que afavoreixen i dificulten el canvi conceptual i de la practica de lensenyament daquesta area, per introduir un model curricular mes critic i constructivista.La metodologia aplicada ha estat la dun estudi de cas, en la qual sha fet el seguiment durant tot un curs de les tres alumnes que han cursat simultaniament les assignatures de Didactica de les Ciencies Socials i de Practicum, impartides en els dos casos pel mateix professor, que ha estat alhora lautor daquesta recerca.La investigacio presenta i justifica els programes impartits en aquestes dues assignatures i descriu els continguts treballats i les activitats daprenentatge i davaluacio realitzades en les diverses sessions del curs. En el treball de camp shan triangulat tres tipus dinstruments per a lobtencio dinformacio sobre els seus aprenentatges : les entrevistes, les observacions directes i la produccio escrita.Shan realitzat diverses entrevistes al llarg del curs (quatre a cada alumna i tres mes a cada mestra-tutora, que era la responsable dimpartir larea de Coneixement del Medi Social i Cultural a laula de practiques). Durant lestada intensiva de practiques (mes de febrer), les alumnes han impartit una unitat didactica daquesta area. Els temes realitzats han estat Les comarques de Catalunya, a 4t, La industria textil, tambe a 4t, i La Unio Europea, a 6e. Les memories de les practiques exposen i analitzen la preparacio, realitzacio i avaluacio daquestes sessions, algunes de les quals han estat observades directament per linvestigador.La produccio escrita es la que ha aplegat el volum mes gran dinformacio, entre les activitats davaluacio inicial, els diversos exercicis realitzats a laula, els treballs individuals, els examens, els informes de practiques...En la interpretacio final de la informacio obtinguda en cada cas, shan analitzat sis variables del proces formatiu : les propies practicants, les mestres de les escoles, els grups dalumnes de primaria, els contextos de la practica (disponibilitat despai, temps, materials...), el tutor de practiques de la facultat i el professor de lassignatura de Didactica de les Ciencies Socials.Les conclusions evidencien algunes coincidencies en les dificultats trobades per les tres alumnes a lhora de racionalitzar i canviar les seves concepcions i les seves practiques per ensenyar ciencies socials. La tesi apunta les modificacions que caldria introduir en el propi programa de lassignatura pero tambe en el Practicum i en el conjunt de lactual pla destudis de Magisteri, perque estudiants i professors disposin dunes condicions mes favorables per construir junts i de forma mes significativa, un model densenyament de les Ciencies Socials mes innovador.This research describes, analyses and assesses the learning process carried out by three Primary Education preservice teachers in their third year of Teacher Training studies to teach social studies. The aim is to find out what impact the Social Studies Methods course and Practicum in their initial training have, to enable them to teach the area of Knowledge of Social and Cultural Environment in Primary.To do so, we first analyze the previous representations that these preservice teachers have about social studies and their teaching-learning, and at the beginning of their third academic year their knowledge and skills to teach this subject are detected. These initial representations and knowledge are contrasted with their final representations and knowledge, in order to analyze changes and learning.Most preservice teachers share a background of scarcely innovating teaching-learning experience of social studies. For this reason, this research has the aim of identifying the relational factors between theory and practice (both at the Faculty and at the school) that enhance and inhibit the conceptual and teaching practice change in this area, to introduce a more critical and constructivist curricular model.The method used is that of a case study, where the three preservice teachers have been followed up for the whole academic year, in their subjects of Social Studies Methods and Practicum, given by the same teacher and author of this research.This research presents and justifies the syllabus given in these two subjects, and describes the contents and learning and assessing activities carried out in the different sessions of the course. In the field work, three kinds of instruments have been used to collect information about their learning: interviews, direct observations, and written reports.Throughout the course, different interviews were carried out (four with each preservice teacher, and three more with each cooperating teacher, responsible for the subject Knowledge of Cultural and Social Environment in the practice class). During the intensive practice placement (in February), the preservice teachers gave a didactic unit within this area. The topics were The Catalan counties in 4th grade, The textile industry also in 4th grade, and The European Union in 6th grade. The practice final reports explained and analyzed the preparation, carrying out and assessment of these sessions, some of which were directly observed by the researcher.The written reports are responsible for the greatest amount of information collected, including initial assessment activities, different exercises carried out in the classroom, individual assignments, exams, practice reportsIn the final interpretation of information obtained for each case, six variables of the training process were analyzed: the preservice teachers themselves, the cooperating teachers, the groups of Primary pupils, the contexts of practice (availability of space, time, material...), the practice tutor of the Faculty, and the teacher of the Social Studies Methods course.The conclusions show some coincidences in the difficulties the three preservice teachers found when reasoning and changing their concepts and practice to teach social studies. The thesis points at the modifications that should be introduced in the course syllabus, but also in the Practicum and in the overall current Teacher Training curriculum, so that undergraduates and teachers have more favorable conditions to build a more innovating Social Studies teaching model together and more significantly." @default.
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• W137449749 date "2004-03-26" @default.
• W137449749 modified "2023-09-24" @default.
• W137449749 title "Què saben i què han après les estudiants de mestra de Primària per ensenyar ciències socials ?: un estudi de cas sobre la formació inicial en Didàctica de les Ciències Socials a Blanquerna URL" @default.
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