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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 CU students should be able to design, develop and present a didactic tool for Science Education and Communication using different resources. So the CU will be based on presentation and explanation of scientific concepts by the teacher, and his/her orientation in the following activities: ¬ searching the literature in scientific and institutional databases; ¬ analysis and group discussion of selected themes;¬ development of educational resources, for actual implementation. Face¬to¬face and online tutorials are also part of the strategic methodology. Assessment methods and criteria:Development of a didactic tool for implementation in Science Education and Communication learning/teaching contexts (14 points ¬ 70%). Presentation and defense of the proposed work (6 points ¬ 30%).
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