IPLUSO 27225

Didactics of Natural Sciences in the 2nd Cycle of Basic Education

• ApresentaçãoPresentation

  The CU Didactics of Natural Sciences in the 2nd Cycle of the EB" aims to provide students with learning opportunities regarding problems, difficulties, and strategies to be used in the teaching of the Natural Sciences of the 2nd Cycle of the EB to ensure that future teachers can have preparation from their teaching practice.  
• ProgramaProgramme

  The selected programme content is conceptually interrelated and should therefore be understood in an articulated rather than linear manner: Theme 1: Science education: objectives; socio-constructivist and interdisciplinary paradigm of science teaching and learning. Theme 2: Natural science teaching: concept(s). Lines of research. Impacts on teacher training  Theme 3: Natural Sciences in Basic Education: purposes; obstacles; curricula and suggested approaches Theme 4: Contexts for teaching and learning Natural Sciences; processes and strategies that stimulate and promote conceptual evolution  Theme 5: Professional knowledge: stages of construction; role of the student and teacher competencies; Conceptual and reference frameworks;   Theme 6: Assessment of learning: types, purposes and instruments; Planning of natural science teaching activities.   
• ObjectivosObjectives

  *To know the current guidelines of Science Education for the development of scientific and technological culture. *Understand the role of Didactics in the Training of Science Teachers. *Develop skills for learning in the Natural Sciences *Mobilize scientific knowledge, focusing on designing and implementing activities in motivating and innovative learning scenarios. *Interpret results of research in Didactics of Sciences aiming at its application in educational practices. *Design science teaching strategies are identifying their potential and limitations. *Problematize formal and non-formal situations of everyday life or through non-real situations supporting epistemological and methodological references. *Design and coordinate projects in conjunction with other areas of knowledge in an integrated and participatory way. *Develop autonomy and the ability to work collaboratively from a continuing training perspective.
• BibliografiaBibliography

  Abell, S., et al. (2010). Designing and teaching the elementary science methods course. NY: Routledge. Arends, R. (2008). Aprender a Ensinar. McGraw-Hill. Cachapuz, A., Praia, J. & Jorge, M. (2002). Ciência, Educação em Ciência e Ensino das Ciências. Ministério da Educação. Cachapuz, A.; Paixão, F.; Lopes, J. & Guerra, C. (2008). Do Estado da Arte da Pesquisa em Educação em Ciências: Galvão, C. & Reis, P. (2008). A promoção do interesse e da relevância do ensino da ciência através da discussão de controvérsias socio científicas. In Ciência-Tecnologia-Sociedade no Ensino das Ciências. Educação Científica e Desenvolvimento Sustentável, 131 - 135. Universidade de Aveiro. Libânio, C. (2008). Didática. Cortez. Osborne, J. & Dillon, J. (2010). Good practice in science teaching: what research has to say? Berkshire:OU Press. Roldão, M. C. (2008). Gestão do currículo e avaliação de competências: As questões dos professores. Editorial Presença  
• MetodologiaMethodology

  Theoretical-practical classes adopting diversified active methods: discussion, analysis of conceptual issues and real cases, Flipped Classroom and problem-solving.  Students also conduct documentary research in order to identify problems and trends and produce synthesis.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  5
• NaturezaNature

  Mandatory
• EstágioInternship

  Não