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Didactics of Physics

Code 12146
Year 1
Semester S2
ECTS Credits 6
Workload PL(30H)/TP(30H)
Scientific area Didática da Física
Entry requirements -
Learning outcomes At the end of the course, the student should be able to
1 Apply previously acquired knowledge in the areas of Physics and Educational Sciences in the construction of didactic knowledge, in order to allow an efficient exercise of teaching;
2 Critically analyze Physics curricula;
3 Plan teaching-learning units, develop appropriate strategies and prepare materials for teaching Physics;
4 Implement some teaching methodologies, namely alternative conceptions, problem solving and practical work;
5 Conceive, plan, implement and evaluate methodologies of an investigational nature that can be applied in the teaching of Physics;
6 Communicate Physics content in a pedagogically appropriate way;
7 Reveal autonomy to deepen and continuously update knowledge.
Syllabus 1. The Teaching of Physics as a discipline and as an area of research. Object of study of the Teaching of Physics.
2. The nature of physics as an experimental science. Epistemological foundations of the Teaching of Physics.
3. Introduction to the movement of alternative conceptions.
4. Teaching physics through problem solving.
5. Practical work as a fundamental element in the Teaching of Physics.
6. Analysis of the Physics programs of Basic and Secondary Education.
7. Study and presentation of research papers in Teaching of Physics focused on research-action.
8. Mini-lectures on topics from the contents of the Physics programs of Basic and Secondary Education.
Main Bibliography Aubusson PJ et al, eds. (2006). Metaphor and Analogy in Science Education. Springer
Fotou N (2014). Students’ predictions in novel situations and the role of self-generated analogies in their reasoning. PhD Thesis, Univ. of Leeds
Leão AFC, Goi MEJ (2021), Res., Soc. and Dev., 10 (13) 21214
Latorre A (2003). La Investigación-Acción - Conocer y Cambiar la Práctica Educativa. Barcelona: Graó
Leite L (2001). In HV Caetano e MG Santos (orgs.), Cadernos Didácticos de Ciências, 1, 79. Lisboa: ME-DES
Lopes JB (1994). Resolução de Problemas em Física e Química: Modelo para Estratégias de Ensino-Aprendizagem. Lisboa: Texto
Osborne J, Dillon J, eds. (2010). Good Practice in Science Teaching - What Research Has to Say. Open Univ. Press
Redish E (2014), Am. J. Phys. 82, 537
Sabella M, Redish E (2007), Am. J. Phys. 75, 1017
Singh C, Marshman E (2015), Phys. Rev. Sp. Topics - Phys. Ed. Res. 11, 020117
Thompson JR et al (2011), Phys. Rev. Sp. Topics - Phys. Ed. Res. 7, 010108
Teaching Methodologies and Assessment Criteria In the first half of the semester theoretical concepts are presented and explored in expository theoretical-practical sessions, and in practical sessions where the bibliography indicated by the teacher to students, previously read and analyzed by them, is discussed. In the second half of the semester, students apply the theoretical and practical knowledge acquired in the first half. The evaluation of the first half of the semester is done by solving some worksheets, which typically involve case studies; the overall weight of these assessments is 40% of the final grade. The evaluation of the second half is carried out through the production of teaching materials, the presentation of research articles, and conducting mini-lessons; this component has an overall weight of 60% of the final grade.
Language Portuguese. Tutorial support is available in English.
Last updated on: 2021-06-08

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