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IPLUSO 27745

Knowledge of the World and Sustainability

Pre-school Education
  • ApresentaçãoPresentation
    The Curricular Unit "Workshop of Knowledge of the World and Sustainability" aims to lay the foundations for structuring scientific thinking to be instilled in children by future educators, master's students, both in terms of the processes developed and the concepts presented in certain contexts. It is essential to build research attitudes, the development of the ability to observe, the willingness to experiment and to stimulate curiosity for discovery by associating the knowledge and advantages and limitations of technological resources.
  • ProgramaProgramme
    Introduction to Scientific Methodology. Concept. Stages. Organization of Teaching and Educational Contexts. Physical and social science education in the early years. Sustainability. General concepts. Objectives and Assumptions and limitations. Technological resources. Functions, advantages, and limitations.
  • ObjectivosObjectives
    Identify and analyze the role of science education in the early years of schooling, based on the theory that supports current didactic guidelines. Plan the discovery process in children through the availability of different sources and means, the involvement of children's families, the community and specialists; Adapt the process of developing scientific methodology through questioning, learning through discovery and recording and interpreting the results of observations and experiments carried out; Explore and create environments: natural, everyday and digital that encourage exploration and experimentation through the use of natural and digital materials; Plan, carry out and evaluate Indoor and Outdoor activities aimed at the process of developing children's new knowledge regarding themselves, the surrounding social environment, the physical and natural environment and the technological world and the use of technologies.
  • BibliografiaBibliography
    Katz, L., & Chard, S. (2009). A Abordagem por Projetos na Educação de Infância. Fundação Calouste Gulbenkian. Ministério da Educação (DGE). (2018). Referencial de Educação Ambiental para a Sustentabilidade. Monge Crespo, Mª C. (2005). Aprender y Desaprender com Nuevas Tecnologias. Propuesta didáctica. Ponte, Cristina et al (Org.) (2012). As crianças e Internet em Portugal. Minerva. Saracho, O.N. & Spodek, B. (Ed.) (2003). Studying Teachers in Early Childhood Settings. A volume in contemporary perspectives in early childhood education. USA: IAP Silva, M. & Farenzena, R. (2012) Participação Infantil e Autonomia no Jardim de Infância: uma Questão de Cidadania. In Perspetivas sociológicas e educacionais em estudos da criança: as marcas das dialogicidades luso-brasileiras, 72-83. http://tinyurl.com/qcm3dxp Vasconcelos, T. (Coord.). (2012). Trabalhos por Projeto na Educação de Infância: Mapear Aprendizagens, Integrar Metodologias. Lisboa:
  • MetodologiaMethodology
    Theoretical-practical classes adopting diversified active methods: discussion, analysis of conceptual issues and real cases.
  • LínguaLanguage
    Português
  • TipoType
    Semestral
  • ECTS
    3
  • NaturezaNature
    Mandatory
  • EstágioInternship
    Não