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The conclusions highlight two important issues. There are two main findings: first, regarding the formative value of both sequences regarding democratic, active and critical citizenship the second, regarding the importance of the classroom environment created for this purpose by designing ad hoc learning spaces using active methodologies to contribute to the development of active and responsible citizenship. In addition, 19 field notes are analyzed using QSRNVIVO 12 software on two dimensions: citizenship and classroom climate. An ethnographic perspective is used to obtain accounts of education professionals and students. A qualitative observational method is used to identify, describe and analyze the implementation and effects of both teaching units on a hermeneutic-interpretative basis. The objective of this study is to evaluate the effects of implementing two teaching units on the development of social and civic competence among 110 students in five secondary and high schools in Catalonia.

The focus is on the analysis of democratic citizenship, as it is commonly accepted in the theoretical and epistemological bases of social sciences that citizenship education is one of the aims of the educational system. To shed more light on this process, the present study is framed in the context of social science classrooms, and more specifically around how social and civic competence is developed via particular teaching methodologies and specific learning environments in Spain.

Recent international research in social science teaching highlights difficulties adolescents face when constructing social and citizenship awareness, and their own identity.

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