la Historia desde las competencias educativas en Educación Primaria» (Cód. 2017-1-4012), y del que la firmante es coordinadora.Palabras clave: Aprendizaje Basado en Proyectos (abp); ciencias sociales; enseñanza primaria; competencias profesionales; metodología de enseñanza. SUMMARY: The objective of this research is to take knowledge the opinion of the students of the Degree in Primary Education about the teaching methods they acquire during their university education. The followed methodology has allowed us to make a descriptive study of the student's conceptions based on the reading of a text about Project Based Learning (pbl) and four qualitative answers, as well as a quantitative questionnaire to analyze the methodologies and strategies of work they think would be more appropriate in their future teaching practice. Regarding the results of the sample (N = 162 students), they point out that undergraduates do not know the didactic models to be used in their classes and the acquisition of tools for teaching Social Sciences. As conclusion of the study we emphasize that the learning of the students of the Degree of Primary Education must be professionalized, mainly, from their university education. Likewise, this research work is integrated into the innovation and educational research project of the University of Córdoba entitled «Building History from Educational Competencies in Primary Education» (Cod. 2017-1-4012), where the undersigned is a coordinator.

El presente trabajo muestra una experiencia didáctica cuyo principal objetivo se ha centrado en incorporar dinámicas de trabajo en equipo con el alumnado de cuarto curso de Educación Primaria y en adquirir las competencias educativas para aproximarse al origen y evolución del ser humano, a las formas de vida prehistóricas, y a las manifestaciones culturales y artísticas creadas por aquellos primeros humanos, en el período más largo de la Humanidad. Mediante la implementación de una metodología investigativa se analizaron los acontecimientos históricos relacionados con el periodo que abarca desde el Paleolítico hasta la Edad de los Metales y se buscó fortalecer las capacidades históricas de los/as estudiantes con la realización de ejercicios que trabajaron el tiempo histórico y el espacio cronológico donde se desarrollaron los hechos más relevantes de la Prehistoria. Los resultados de su puesta en práctica mostraron a un alumnado capaz de analizar e interpretar acontecimientos con coherencia y perspectiva históricas. Las conclusiones que arroja la propuesta destacan por el trabajo cooperativo como instrumento para garantizar el aprendizaje de indagación y el conocimiento del patrimonio prehistórico.

RESUMEN:El siguiente trabajo tiene como objetivo presentar un proyecto que muestra las posibilidades de la puesta en práctica de un itinerario didáctico para el conocimiento del patrimonio histórico. El proyecto trabajado en el tercer ciclo de Educación Primaria tuvo como fi nalidad el desarrollo de una serie de actividades centradas en una etapa histórica del patrimonio cordobés: la Edad Antigua, y volcadas en un blog para su uso didáctico en el aula. La metodología elegida fue esencialmente constructivista, donde los alumnos tendrán que ir obteniendo sus propias conclusiones a través de diversas tareas que irán desde investigaciones de campo a presentaciones en PowerPoint realizadas por ellos mismos. Del mismo modo, lo más destacado de esta experiencia fue que la transmisión de conocimientos del profesor pasó a un segundo plano para centrarse en actividades construidas autónomamente para incitarlos a refl exionar e interaccionar entre compañeros.PALABRAS CLAVE: Educación patrimonial, metodología, primaria, trabajo cooperativo, TIC. THE PATRIMONIAL EDUCATION IN THE DIDACTICS OF THE SOCIAL SCIENCES IN PRIMARY ABSTRACT:The following paper aims to present a project that shows the possibilities of the implementation of a didactic itinerary for the knowledge of historical heritage. The project worked on the third cycle of primary education was aimed at developing a series of activities focused on a historical stage of Cordoba heritage: the Old Age, and dunks in a blog for educational use in the classroom. The methodology chosen was essentially constructive, where students will have to go their own conclusions obtained through various tasks that go from fi eld research to PowerPoint presentations made by themselves. Similarly, the highlight of this experience was that the CONTEXTOS EDUCATIVOS, 22 (2018), 199-213. http://doi

Teaching at the university is subject to continuous methodological change, which poses a significant challenge when assessing teaching methodologies. The main objective of this research was to analyze the impact that project-based learning (PBL) has on knowledge acquisition concerning the Didactics of Social Sciences. The study involved 290 students of the Primary Education Degree at the University of Cordoba, Spain. In order to collect information, a survey with a Likert scale (1–5) consisting of fifteen items was used. The results of the study show the need to make changes in traditional teaching—so deeply rooted in Social Sciences learning—and the methodological deficiencies that future teachers have in relation to active learning. In sum, the research provides an insight into good teaching practices implemented at the university for initial teacher training and the development of their professional skills.

The aim of this was is to identify the educational competences and training of third-year students taking the degree in Primary Education at the University of Cordoba, in relation to the protection and conservation of community museums and from an eco-didactic and historical point of view. In this study, the collection of information was validated by means of a Likert-type questionnaire (1–5) with which we collected data from five academic years by handing it out to a sample (n = 332). Among the results obtained, we can emphasize both the degree of involvement and the opinions of the students with respect to valuing the cultural and natural heritage of their environment, as well as the didactic use of the ecomuseum in the area where it is placed. Finally, the conclusions highlight the perceptions of university students regarding the educational impact of ecomuseums as cultural and sustainability elements, in addition to their being an eco-didactic resource for teaching and implementing projects about historical heritage.