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Syllabus |
1. Academic and scientific work
1.1 Reading and writing: learning
1.1.1 Reading exercises (how to read; what to look for)
1.1.2 From reading to writing - exercises for analysing texts: schemes, summaries and reading sheets
1.1.3 Types and structures of academic works (curricular works, essays, reviews, monographs, master's dissertations, doctoral theses, scientific articles)
2. Documentary research
2.1 Information sources: information search exercises
3. From reading to writing and management of bibliographical references
3.1 Forms of citation (direct, indirect and quote citation)
3.2 List of bibliographical references
3.3 Standards and styles of citation and bibliographic references
3.4 Bibliographic reference managers (Mendeley, Zotero)
3.5 Ethical issues
4. Production and dissemination of scientific knowledge: general notions
4.1 Scientific events
4.2 Oral presentations and use of support tools (power point, prezi, canva)
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Main Bibliography |
Almeida, Filipe e outros (2015), A fraude académica no Ensino Superior em Portugal: um estudo sobre a ética dos alunos portugueses, Coimbra, Imprensa da Universidade de Coimbra.
Becker, Howard (2007), Segredos e Truques da Pesquisa, Rio de Janeiro, Zahar.
Becker, Howard (2015), Truques da escrita: para começar e terminar teses, livros e artigos, Rio de Janeiro, Zahar.
Billig, Michael (2013), Learn to Write Badly: How to Succeed in the Social Sciences, Cambridge, Cambridge University Press.
Eco, Umberto (1998), Como se faz uma tese em ciências humanas. Lisboa: Presença. [1977- Come si fa una tesi di laurea].
Greetham, Bryan (2001), How to Write Better Essays, Basingstoke, Palgrave.
Huff, Anne Sigismund (2001), Writing for scholarly publication, Thousand Oaks, CA, Sage.
Lakatos, Marina e Marconi, Eva (2003), Fundamentos de Metodologia Científica (5ª ed), São Paulo, Editora Atlas.
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Bibliography to be indicated in class.
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Teaching Methodologies and Assessment Criteria |
The predominantly practical nature of the classes, together with the development of individual and group work, allows stimulating the active participation of students and the development of technical and transversal skills. In the assessment the following elements will be taken into account: a) participation in classes and in the proposed activities (25%); b) group work, developed in three distinct but interconnected and complementary stages (50%); c) individual work of critical reflection (25%). The final mark is the result of the weighted average of all the elements and moments of assessment.
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