Abstract
This article analyzes the social representations of a group of undergraduate students in preschool education, regarding the methodology for teaching social science. The analysis is centered on these students' conceptions of: a) the way children learn, and b) the way social science is taught. The results show why methodology is valued more, during initial professional training, than the objectives, contents, and goals of teaching social science and history.
| Original language | Spanish |
|---|---|
| Pages (from-to) | 119-140 |
| Journal | Revista Mexicana de Investigacion Educativa |
| Volume | 21 |
| Issue number | 68 |
| Publication status | Published - 1 Jan 2016 |
Keywords
- Didactic strategies
- Mexico
- Preschool education
- Teacher education
- Teaching social science