IPLUSO 2772

Didactics of Natural Sciences

• ApresentaçãoPresentation

  The purpose of this UC is the development of skills in various areas of knowledge in effective articulation with the knowledge and exploration of methodologies, strategies and activities for the teaching and learning process in the context of the Natural Sciences. This situation will allow, in an integrated way, the planning, design, and application of various teaching resources in order to build knowledge about the science which will allow the possibility of further studies to access the teaching.  
• ProgramaProgramme

  1. Didactics of Nature Sciences 1.1 Introduction 1.2 Concept.  1.3 Research in Education and Science Teaching. 2.    Education in the Science of Nature. 2.1. Teaching and learning of science in kindergarten and 1st and 2nd Cycles of Basic Education. 2.1.1. Perspectives on Science Education in the early years 2.2. Learning Sciences of Nature in Informal and Formal learning contexts 2.3. Interaction Science - Technology - Society - Development 2.4. Guidelines in Pre-School Education. Essential Learning (EA) in the 1st and 2nd Cycles of Basic Education. 3. Construction of professional knowledge 3.1. Construction of teacher identity. 3.2; Relationship between student-teacher and parent-teacher. 3.3. Manuals and teaching resources. 3.4. Active methodologies. Practical investigative work. Strategies and activities (game, practice, among others) that foster the re-edification of knowledge.  3.5. Classroom organization.    
• ObjectivosObjectives

  Recognise and justify the role of science education in shaping critical, participatory and scientifically informed citizens. Analyse the importance of science education in early childhood education and in the 1st and 2nd cycles of basic education, taking into account their specific curricular characteristics. Interpret and critically analyse science teaching guidelines. Identify and compare teaching and learning methodologies, recognising their pedagogical implications. Plan, implement and evaluate teaching activities. Reflect on professional teaching identity and practice. Develop autonomy, collaborative work and research and communication skills.  
• BibliografiaBibliography

  Allen, M. (2019). Misconceptions in primary science. Open Univ Press Alarcão, I. (2008). A Educação das crianças dos 0 aos 12 anos.CNE Cianca, S. (2020). Teaching elementary STEM education. Unpacking Standards and implementing practice-based pedagogy. Routledge Cachapuz et al. (2001). A emergência da didática das ciências como campo específico de conhecimento. Revista Portuguesa de Educação, 14 (1); 155-195 Franco, D. M.& Santo, E. (2017). Novos/ Velhos desafios da aprendizagem com o manual escolar: Uma avaliação de recursos educativos digitais em manual multimédia Jornadas LCD: Avaliação formativa em contextos digitais no ensino não superior. Ed. 1. U. Aveiro. Libânio, C. (2008). Didática. Cortez. Trindade, J. F. (2013). O valor do ensino experimental em ciências. In Trindade, J.F., Zenóbio, S.M. e Jerônimo, F. (Editores). A Experimentação e as TIC no Ensino das Ciências Exatas. Bubok Publishing.    
• MetodologiaMethodology

  Active methodologies focused on knowledge building by students are promoted (debate, discussion, group work, use of digital platforms, flipped classroom, etc.) through theoretical and practical classes.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  4
• NaturezaNature

  Mandatory
• EstágioInternship

  Não