Resources for Teaching and Learning Social Sciences in Primary Education
This course aims to provide future and in-service teachers with conceptual, methodological, and didactic tools for teaching Social Sciences in primary education from a critical and reflective perspective. It emphasizes the role of Social Sciences in developing students’ critical thinking, social understanding, and sense of global citizenship.
Participants will explore how to design, select, and adapt resources—both traditional and digital—to promote inquiry-based and active learning. The course also highlights the integration of the Sustainable Development Goals (SDGs) into social science education, enabling teachers to connect local and global realities through meaningful learning experiences.
Objectives:
- To identify and analyse a variety of resources for teaching Social Sciences in primary education.
- To understand the didactic value of Social Sciences in fostering critical and global citizenship.
- To design educational materials that promote inquiry, participation, and reflection.
- To connect teaching practices with key international frameworks such as the SDGs and UNESCO’s Education for Sustainable Development.
- To develop professional competences related to planning, evaluation, and innovation in Social Science education.
| Week | Contents |
|---|---|
| 1 |
Module 1. The role of Social Sciences in Primary Education
Module 2. Resources for teaching and learning Social Sciences
|
| 2 |
Module 3. Teaching strategies for critical thinking
Module 4. Designing learning activities for citizenship and sustainability
|
| 3 |
Module 5. Assessment and reflection in Social Science education
|
From Monday to Friday.
From 9 a.m. to 12:45 p.m.
| Activity | Type | Description | Weight |
|---|---|---|---|
|
1. Portfolio of didactic resources |
Individual | Compilation and analysis of three Social Science teaching resources with critical commentary. | 40% |
| 2. Group project: Design of an educational proposal | Group | Collaborative design of a didactic sequence integrating SDGs and critical thinking in primary education. | 40% |
| 3. Reflective essay | Individual | Short academic essay linking theory and practice, focusing on the teacher’s role in promoting global citizenship. | 20% |
Assessment criteria: conceptual understanding, analytical rigor, creativity, applicability of proposals, clarity of expression, and reflection on educational values.
- Castellví, J., & González-Sanz, M. (2025). Una mirada a l'aprenentatge de la participació i la transformació social a l’escola des de la teoria de l'estructuració. Enseñanza de las Ciencias Sociales, 23(1), 47-61. https://doi.org/10.1344/ECCSS2025.1.3
- Albella Gallego, C., & Castellví, J. (2025). La polarización en el aula de educación primaria: análisis del diálogo democrático sobre temas controvertidos polarizantes REIDICS, 16(1), 152-168. https://doi.org/10.17398/2531-0968.16.152
- Gallart, C., & Castellví, J. (2025). Teachers’ and students’ perceptions of learning decision-making and democratic participation in school: A case study in Catalonia. Critical Education, 16(4), 43-63. https://doi.org/10.14288/ce.v16i3.187077
- Gil, F. La formación del pensamiento social critico a través de la educación patrimonial, enseñanza de las Ciencias Sociales, 2021
Francisco Gil Carmona is an associate professor at the Autonomous University of Barcelona, in the Faculty of Education Sciences. He holds a degree in Philosophy and Humanities, a diploma in educational research, a postgraduate qualification in museum management, a master’s degree in educational research, and a PhD in Education. His research focuses on the development of social and critical thinking through heritage education. He is also a professor at Esade Business School and has taught at the UOC, UNIR, UIC, and Pacífico Business School, among others.
- Email: Francisco.Gil@uab.cat
Jordi Castellví Mata is a professor of Social Sciences Education and coordinator of the Departmental Unit of Social Sciences Didactics at the Autonomous University of Barcelona (UAB). He holds degrees in Primary Education and History, an MA in Educational Research, and a PhD in Social Sciences Education. A member of the GREDICS research group, his work examines critical thinking, controversial issues, hate speech and polarization, as well as the influence of populism and extremism on teaching and learning processes. He collaborates with public and private institutions to rethink social studies and citizenship education
- Email: Jordi.Castellvi.Mata@uab.cat