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Learning outcomes |
The objective of this course is to give the student a comprehensive view of the role and importance of the Didactics of Sciences in the teaching-learning processes of Sciences and in the development of teachers' competences, and to inform about current trends in the Didactics of Sciences.
At the end of this UC the student should be able to:
1) Show the importance of Science Education, essential in promoting and/or incrementing the students' school success;
2) Show that Didactics is an auxiliary tool for the teacher, whose focus is to ensure the success of teaching-learning and that helps to build a logical sequence of a lesson.
It is also intended that students acquire skills that enable them to make critical analysis, reflections and debates related to the teaching of science. Understand the construction of science in its various aspects, relate science, technology and society, and reflect on the importance of the teacher as a key individual in pedagogical and social change.
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Main Bibliography |
António Cachapuz, João P raia & Manuela Jorge (2002). Ciência, educação em ciência e ensino das ciências. Lisboa: Ministério da Educação.
Kuhn, Thomas (2021), A Estrutura das Revoluções Científicas, (Lisboa: Guerra e Paz).
Galvão, C., Reis, P., Freire, A. & Oliveira, T. (2006). Avaliação de Competências em Ciências: Sugestões para professores dos ensinos Básico e Secundário, Edições Asa.
Galvão, C., Reis, P., Freire, S., Faria, C. (2011) Ensinar Ciências – Aprender Ciências. O contributo do Projecto Internacional PARSEL para tornar a Ciência relevante para os alunos. Porto Editora e Instituto de Educação da Universidade de Lisboa.
Astolfi, J-P & Develay, M. (2001) A Didática das Ciências. Papirus Editora.
Galvão, C., Baptista, M., Reis, P. (2018). Formação inicial de professores de ciências do 3º ciclo e secundário: o exemplo da Universidade de Lisboa, Edições Hipótese.
Alves, M. (2004). Currículo e avaliação: uma perspetiva integrada. Porto: Porto Editora.
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Teaching Methodologies and Assessment Criteria |
At the end of the course, students should be able to design, build, present and defend a didactic pedagogical instrument for the teaching of science interconnected with the values of sustainable development.
Thus, the course will be based on the presentation of content by the teacher, and also his guidance in activities: bibliographic research in scientific and institutional databases; analysis and group discussion of the collected material; proposal for the creation and development of didactic teaching tools for implementation in the context of school community.
On-site or online tutorial support is also part of the teacher's methodological strategy.
Evaluation is done through the production of:
1) Didactic materials with an overall weight of 35% of the final grade.
2) Writing a short synopsis with a global weight of 30% of the final mark.
3) Reflective analysis of the official guidelines and the evaluation paradigm with a global weight of 35% of the final mark.
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