Medi exam:

Teaching style and authoritarian quotes

1. Traditional style → The main objective is to have good citizens, knowledge is objective, teaching with scientific knowledge, students as
passive receptors (just writing, memorising and the teacher is in complete control of the learning environment) teaching is transmissive,
learning by repeating, resources are big books, classroom set up in which kids work alone (teaching happens within the four walls of the
classroom) and evaluation of the transmission of knowledge.

2. Scientific style → The main objective is to educate “young scientists” (specialists), neo-positivist knowledge (‘method of logical analysis’
and hence the focus on the language of science.), teaching to transmit knowledge in which teachers are the experts, students are reproducers
(activities to put in practice scientific method), resources are instrumentation to interpret the reality. The classroom is set up for individual
tasks and evaluation of the reproduction of theoretical and practical knowledge.

3. Active teaching → Objective to achieve satisfaction and motivation (Working on activities helps create personal connections with the
material, which increases students’ motivation to learn) Knowledge is an interpretation of the world (conditioned by ideology, criticism and
humanity). Teaching as a help and guide. Teachers don’t have the knowledge and students create knowledge through interaction (In class,
students practice skills, solve problems, struggle with complex questions, make decisions, propose solutions, and explain ideas in their own
words through writing and discussion) Students are the centre and learn through discovery and experiments qualitatively. Resources are
outings, observation..., classroom settings for group work and evaluating procedures, not a final product. Active learning methods ask students
to engage in their learning by thinking, discussing, investigating, and creating.

4. Critical teaching → Objective to teach critical thought, interpret knowledge and act (Critical teaching is teaching students how to
think critically and not just take everything as it is said or written. Critical thinking is the intellectually disciplines process of actively and
skilfully conceptualizing, applying, etc.) Knowledge is understood critically (interpreting ideologies, criticisms...). Students and teachers have
a role and are active and engaged. Educating on problem resolution, learning by a guided discovery. Any resource can be used. Classroom
settings for group work and dialogue. Evaluating learning techniques.

Quotes of authority:

Didáctica del conocimiento del medio social y cultural en la Educación Primaria, capítulo 3. Santisteban and Pages

1. Critical teaching → Schools must form responsible thought and capacities to learn autonomously and responsibly. → Finalities of social
sciences must be orientated to understanding social reality, form critical thought and intervene in society for the better and formation of a
reflective, active and committed professional, through the development of content that enables them to make decisions.
2. Context learning → Social changes and current traditions need to take into account in teaching social sciences. Contextual teaching and
learning involves making learning meaningful to students by connecting to the real world. Some examples of contextual teaching and learning
are interdisciplinary activities across content areas, classrooms, and grade levels; or among students, classrooms, and communities. Problem-
based learning strategies, for instance, can situate student learning in the context of students’ communities.

The Key Social Concepts

1. RATIONAL/ IRRATIONALITY everything happens for a reason and everything has consequences. Understanding the complexity of events
and situations. We will educate in relativity and the critical ability
(Why is it so? • Which are the causes and the consequences?)  LET’S TEACH: Rational thought
 Quote → Comprehend culture not just accept it, know how relative and how complex it is.  esta comprension de mundo implica la
libertad y capacidad crtitica.

2. IDENTITY / OTHERNESS we share the world with others. It helps make us conscious of how we are and how others are. We foster a sense
of respect for others and for the defense of Human Rights.
(My reality own reality or situation and the others one. • Which is my reality or situation? • ...and the others one?)  LET’S TEACH:
Self-awareness and empathy
 Quote → Respect for others in the margin of human rights

3. DIFFERENTIATION: DIVERSITY / INEQUALITY Diversity is cultural wealth, inequality is social injustice. We will work towards the
respect of diversity and we will be conscious of inequalities and injustices
(Why are they different? • Which differences are there? • What are the positive aspects? The negative ones? • Do they generate
inequality? Which ones? • Is possible the diversity?)  LET’S TEACH: Respect for difference and a commitment against injustice
 Quote → Defend equality and tolerate plurality.

4. BELIEFS AND VALUES People and communities do not always agree on what they consider important or priority. We facilitate dialogue
and consensus to reach agreement
(What values are present? • What particular worldview do they lead to? • Can we live together even though we think differently?) 
LET’S TEACH: dialogue and consensus to promote coexistence.
 Quote → Negotiation and collaboration to end the conflict.

5. INTER-RELATION / CONFLICT Individuals and groups communicate and interact amongst themselves. We will promote a sense of
cooperation, solidarity of exchange of interdependence
 (Individuals and groups communicate and interact • is there any relation between them? • Is there any relation between the others? •
How they establish relations?)  LET’S TEACH: cooperation, solidarity, benefits of exchanges, and interdependence
Quote → Need of relations to contrast interpretations, the necessity to have relations with others in order to explore new solutions.
 el conflicte es possible motor del conocimiento y del cambio

6. SOCIAL ORGANISATION / POWER Individuals and groups are organized. We must give reasons for promoting social and political
participation. We need to understand the importance of social organization. We will facilitate the understanding of the structures of power,
the political organization of the territories and states.
(How people are organised? In addition, the communities and countries? Why do we organise ourselves in this way? )  LET’S TEACH:
Decision making and intervention in the face of social problems.

7. CHANGE / CONTINUITY some things change, others remain the same. It helps us understand that things have not always been the same
and will continue to change...or not. We will embrace the belief that decisions we make today will affect our future
(Has it always been this way? • What has changed over time? Why? • What stays the same? Why?)  LET’S TEACH: Responsibility
and commitment so that future generations inherit a better world.
 Quote  los alumnus deben aprender a vivir en un mundo en cambio, ya que el cambio hace possible la duda y abre la posibilidad
de pensar en un mundo mejor.

How we write the objectives?

 Set of actions or procedures.  Verb Infinitive

 Set of facts, concepts, conceptual systems or symbols, near an area of knowledge.  Like the content

Set of attitudes, values and rules that education should improve and promote. This should guide the functionality and usefulness of knowledge 
what we want to achieve

Quotes of authority:

Benejam P (1999), la oportunitad de identificar conceptos clave que guíen la propuesta curricular de ciencias sociales.

1. Learning through key concepts as science is reduced into isolated and fragmented parts, to be easily taught democratically.
2. Social sciences didactics should be fragmented into key concepts to deliver their function, to understand today’s world, and to be adapted to
any context and the classroom.
3. Key concepts must be relevant and have meaningful learning, adapted to students’ knowledge and useful in practice.
4. Desde esta perspectiva, consideramos que la didáctica de las ciencias sociales, para realizar su función, debe intentar seleccionar y definir
unos conceptos claves transdisciplinares que den cuenta de la realidad del mundo de hoy, y basar su justificación en su capacidad para
adaptarse a la función que han de realizar en el contexto concreto y cambiante del aula. Para ello es necesario que esta decisión cumpla tres
condiciones:
A. Que la selección de conceptos transdisciplinares y su desarrollo se considere relevante
B. Que los conceptos que deseamos enseñar se acomoden a las exigencias de los procesos de aprendizaje del alumno
C. Que estos conceptos se demuestren útiles en la practica para alcanzar los objetivos que justifican la presencia de las ciènci es
sociales en el curriculum escolar.

 BENEJAM, Pilar - PAGÈS, Joan (coords., 1997) Enseñar y aprender ciencias sociales, geografía e historia en la educación secundaria
Los valores democráticos  respetar la dignidad de sí mismo y los demás, educar en la participación, identificar comprender y valorar los
rasgos distintivos y plurales de las comunidades con las que el alumno se identifica, conservar y valorar la herencia natural y cultural que
hemos recibido como legado

Key concepts in Citizen Education:

1. Plurality → Differences explain plurality, which establishes relationships of coexistence.

 Expressed through political organizations (representation of power and
 conflict)
 Concept of differences between individuals and social groups.
 Need for norms for co-existence to live to respect.
 Social and political organizations express how we interpret diversity.

2. Citizenship → Equality and liberty define it.

 Status and the right that people in a community hold.
 Equality before the laws and non-discrimination.
 Freedom of association, speech...
 Justice to defend our rights and duties.
 Solidarity and identity.
3. Political system → Involves government systems, structure and process of politics, public administrations, territorial structure, political process
and participation...

 Forms of political organization characterized by how sovereignty (power) is

 exercised
 Political systems specified in government systems (democratic or totalitarian)
 Democratic system → Separation of powers, public administration, structure.
 + Political process based on participation (elections and parties)

5. Political culture → Ideologies and values, public opinions and change, political actions, social movements...
 Shared values related to social life represent political ideas and expression.
 Values shaped through media, school, family...
 Ideologies → Different ways of understanding social and political organization.
 Public opinion → Judgements of part of the population responding to certain interests.
 Political culture must be political action for citizens to act to improve reality.
5. Civic culture → Rationality, judgement, social change, communication, responsibility, problem-solving...

 System of values that impulse people to be active and responsible in

 constructing collective welfare.
 Need for rationality (causes without judgments or stereotyping)
 Need of responsibility (accepting human rights as the basis)
 Need for critical thinking (solutions to social realities)
 Need of communication (interpret information and distinguish facts from
 opinions)
 Need of social skills (empathy, meditation..) in conflict-solving.

Quotes of authority

Todos los tipos de citizenship también A. Santisteban i J. Pagés en “El marco teórico para el desarrollo conceptual de la Educación para
la Ciudadanía” (2007)

 Democracy can’t exist without institutions and institutions without democratic citizens.
 El marco teórico de la Educación para la Ciudadanía debe contemplar una idea de democracia como realidad inacabada, como una manera
de vivir en todos los ámbitos de la cotidianidad. Como afirmaba ARANGUREN en un trabajo clásico sobre ética y política, la democracia no
es una meta a la cual hemos de llegar, sino un camino que tenemos que recorrer siempre, una conquista de cada día
 La democracia es un modelo ideal, un conjunto idealizado de valores que deben guiar nuestra acción socia
 Importance of dialogue in diverse societies, with respect and institutions responding to necessities of the majority. “REFERENCE
FRAMEWORK OF COMPETENCES FOR DEMOCRATIC CULTURE”

Competence-based curriculum
● What is it?

 Being able to do something material, being able to have deep knowledge. Knowing how to act with knowledge.
 It is the ability to meet complex demands, by mobilizing skills and attitudes in a context, so putting knowledge and skills into action to
solve problems.

● What differences between the transmissive approach?

 Transmissive → Knowledge, theoretical ideas, soft knowledge.

 Constructivist/competencies → Being competent, doing something material, having deep knowledge, and knowing how to act in a
community.

● Key aspects

1. Contextualizing learning  Learning needs to be contextualized

Starting from a problem, from the analysis of a real situation that makes sense for the children • Promote asking "good" ques tions and
encourage them to "investigate" to answer them • Abstract global models that favor the knowledge transfer • Apply them to act responsibly
in new situations and problems.
How to choose good context in school? 
A. Relevant for students: to be part of the students' lives (they must perceive the meaning of learning)
B. Relevant for society: to be socially relevant (relate to responsible actions)
C. Meaningful for learning: to enable the construction of significant knowledge (important and applicable ideas and procedures)

2. Fostering inquiry  Learning needs facts and evidences to change idees  Inquiry is not just observation

3. Enhancing communication and interaction  Learning needs social interaction and languages
We learn when we do things through hands-on as well as minds-on approaches • Interacting with others while comparing ideas, discussing...
• We learn when revising our initial ideas with others
Through interaction students learn:
A. To orally express the ideas, and their justification in small and whole group organization
B. To write the justification of ideas, and their organization and connections
C. To read the ideas critically

4. Encouraging self-assessment  Learning has to be regulated by students themselves “The basic aim of any teaching process is to promote
students autonomy as a learner, that is, to be able to recognize the errors and to find ways to overcome them”
Quotes of authority

 Sant Martí 2010 Enfocament competencial “Realization of an efficient action, responding to a complex and diverse demand”.
 ‘’no té cap sentit avaluar per una banda el coneixement I per altra les competències. Coneixer es un component basic de la competencia i
sense saber utilizar adequadament aquests tipus de sabers és imposible ser competent.
 De aquí salen los 4 key concepts de conceptual learning:
A. Contextualització de l’aprenentatge
B. S’aprèn amb els altres
C. Per aprendre cal saber comunicar
D. Per aprendre cal saber corretgir-se

Contents of the science curriculum

 Knowledge organization in the curriculum → “Sabers” structured in cycles with different forms of knowledge
 Scientific culture, technology and digitalization, society and territories, each with ramifications.

Relevant knowledge in science education.

 Conceptual knowledge: 4 key scientific models  Abstract ideas learnt about science (energy, living being, matter...)
A. Matter model → Structure and components of matter and its
B. changes
C. Planet earth model → Earth, history and processes.
D. Physics system model → Behaviour of energy in space and
E. time.
F. Living beings model → Living beings, evolution and structure.
G. Technology *
 Procedural knowledge: taxonomy of scientific processes and techniques  Knowledge as a process. From easy to difficult and from a hands-
on approach to mind.
A. Using techniques
B. Observing → In a scientific way
C. Operating → With data in the laboratory (grouping, comparing and controlling variables)
D. Questioning → Identify problems and questions
E. Designing → Hypothesis, variables, experiments and investigations
F. Interpreting → Seeing patterns, conclusions and explanations through models.
G. Communication (through the process) → Collecting data, describing, communicating results and justifying.

 Attitudes and values of science

A. The motivation of science → Usefulness in everyday situations.
B. Scientific attitudes → Curiosity, rigour and perseverance.
C. Science is a dynamic cultural knowledge → Community of normal
D. people.
E. Socio-scientific issues → Health, sustainability, peace...
School Science

How is science? Key ideas

1. Scientific theories are a partial representation of the real world, Not reality but helps explain phenomena and predict.

2. Not a universal scientific method Sum of practices that allow to obtain data, build models and review them.

3. Science is a social and cultural process  Scientists are a community that agrees on knowledge through argumentation and the context is
influential.

 Science follows the scientific method of observation, hypothesis, experimentation

and conclusions.

 How is school science?  Should be interactive with phenomena, process skills and attitudes, question surroundings and be able to predict
and act.
1. Thinking → Theories (imagine, compare, relate...)
2. Making → Apply scientific methods to test hypothesis (observe, classify, identify, measure...)
3. Communicate → Explain and discuss
 Experiments: Hypothesis, variables, results and conclusions.  Variables are dependent (receives changes), independent (makes the changes
to the dependent) and controlled (kept the same)

Quotes of authority → Tena i Couso (2020) Ajudar l’alumnat a investigar en ciències.

“Real context to put into practice competencies”: Observation, question, hypothesis, experimentation, analysis and conclusions.

The learning cycle

Why? Constructivist basis.

A. Students use their mental models to explain intuitive phenomena

B. Knowledge is constructed through social interaction → Doing, talking, thinking in community... → RegulationExplore previous ideas
to not have misconceptions.
● Key phases of the learning cycle
1. Exploration → Simple and specific initial models
a. Explore how they can explain phenomena.
b. Ex: Let’s talk about “x”, conversations, drawings, questionnaires...
c. Focus attention on the topic, verbalization of awareness, context and objectives.

2. Introduction of new pov’s → New model of scientific referent

a. Ex: Drawing about what photosynthesis means for a plant.
b. Different activities for knowledge to be more abstract “texts, experiments, interviews...”
c. Introduce a new point of view with this experimenting, information searching, field trips...

3. Structuring → More complex model, abstract but related to phenomena.

a. Diagrams or conceptual maps of “x”
b. Summaries to generalize knowledge, amplify it...
c. Structure activities to re-structure ideas, synthesis, assessment and communication.
d. Ex: Conceptual maps, orientation bases (steps to follow), learning diary and diagrams.

4. Apply what has been understood in a specific situation, complex but specific.
a. Apply knowledge to solve new problems.
b. Compare knowledge with old and new pov’s.
c. Formulate new questions.
d. Self- and co-assesment of outcomes
e. Ex: Roleplay, new questions, problem-solving, exhibitions...

● How do design and sequence activities in this cycle - Examples in the previous point
● Quotes of authority → Pujol (2003) “Sequencing: Concrete to abstract, then concrete
again. From simple to complex”.