| Code |
12142
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| Year |
1
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| Semester |
S1
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| ECTS Credits |
6,5
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| Workload |
OT(30H)/TP(30H)
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| Scientific area |
Didática da Física
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Entry requirements |
Not applied
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Learning outcomes |
Intended Learning Outcomes
This Curricular Unit (UC) intends to emphasize the importance of Information and Communication Technologies (ICT) in the scientific and educational context, with emphasis on the development and use of digital tools in the teaching of Physics.
At the end of this UC, the student should be able to:
• Research, develop or adapt and effectively use different digital and multimedia tools for teaching and disseminating Physics content.
• Discuss the advantages and limitations of using ICT in Physics curriculum activities.
• Critically analyze the contents of digital resources with respect to their scientific rigor.
• Promoting an ethically appropriate use of digital content.
• Know how to apply ICT in the preparation of tutorials, scientific dissemination articles or posters and projects for science fairs.
• Develop strategies to increase students' motivation for Physics, using ICT resources in Physics.
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Syllabus |
The syllabus of the curricular unit covers a wide range of applications of digital resources in the teaching of Physics and comprises the following topics:
1. Teaching Physics in the context of digital transformation and education for sustainability.
2. Use of the computer in the preparation of Physics classes: basic skills of editing documents, presentations, creating posters, videos and forms.
3. Data analysis and simulation tools: spreadsheets and math tools.
4. Research and exploration of software oriented towards interactive simulations and their interconnection with the curricular programs of Physics.
5. Laboratory support tools:
(a) Calculators and data analysis
(b) Interfaces with sensors
(c) Video analysis and physical modeling.
6. Databases, search engines and bibliography management tools.
7. Conception, planning and implementation of a didactic activity using ICT.
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Main Bibliography |
Main Bibliography
1. Pietrocola, Mauritius, ed. Upgrading Physics Education to Meet the Needs of Society. Springer (2019).
2. Quadros-Flores, Paula, and Manuela Raposo-Rivas. The inclusion of digital technologies in education: (re)construction of the teaching professional identity in practice. Revista Prácticum 2.2 (2017): 3-16.
3. Briana H. Clarke, M.Ed., Physics 4 all: Labs for PhET Simulations, Stanford University (2019).
4. Pedro Pimenta and Paula Peres, B-Learning Theories and Practices. Sílabo Editions (2016).
OTHER RESOURCES
- Scientific articles in journals and conference proceedings
- Curriculum Programs, Learning Objectives and Student Profiles
- Educational software and online resources
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Teaching Methodologies and Assessment Criteria |
The UC will be taught face-to-face using lectures interspersed with practical sessions with step-by-step tutorials and problem solving within the scope of the 3rd cycle of basic education and secondary education programs. In the tutorial classes, the acquired concepts are practiced, with the accomplishment of works on the various ICTs addressed, research scientific articles on recent methodologies and their applications in the curricular programs of basic and secondary education. The Moodle platform supports autonomous work. Participation in science fairs or scientific meetings to present the final project is encouraged.Assessment components:A - Five practical assignments (40%).B - Final project (60%).
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Language |
Portuguese. Tutorial support is available in English.
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