Session Information
Contribution
Description: Traditionally in europe, knowledge about Social Sciences in school is very focused on academic contents from Geography and History. This makes it difficult for teachers to work with other types of contents, such as social inequality. The research objectives were:1. Studying how Secondary Education Social Science teachers relate to the knowledge created at school, taking the content of social inequalities as an example. 2. Attempting to identify and define the predominant models that teachers represent relating to this content. 3. Detecting possible obstacles or points of resistance from which teachers may have to evolve as far as their conceptual model of content, moving towards a different one deemed desirable, in addition to elements that may favor this process.
Methodology: A qualitative approach was chosen. Thus, three different research tools were used:First, a feedback form with open ended questions was used with a group of forty Secondary Education Social Science teachers. Then, from these forty, four cases that seemed representative models were chosen. These four teachers participated in four semi-structured interviews that attempted to go deeper into the subtleties of each model.Finally, the results were combined with the results obtained by a discussion group for experts in school knowledge of Social Sciences. The data analysis was done with a system of categories as follows:What are the purposes of working on school content on inequality?What sources are considered to determine this content?How is this content sequenced and articulated?What role can this content play in relation to the rest of the contents in the curricula?How is the teaching/learning process of this content conceived?
Conclusions: Difficulties are observed in relation to this type of knowledge in schools:Epistemological, a conception of knowledge in school, ideological, of school culture. But this type of content also offers the possibility of developing the way that teachers relate to knowledge in school:- It breaks the traditional conception of sources to build up Social Science knowledge in school. - It allows for a change in the mode of internal organization of the school knowledge itself, which may go on to be organized around problems. - This is more in tune with a research approach to learning, and, therefore, of teaching. Not so linear, but more based on networking logic.
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