Scientific Illustration: Archaeology

Category: Discipline
  • ADKINS, Lesley; ADKINS, Roy. Archaeological Illustration - Cambridge Manuals in Archaeology, 1989. ARCELIN, Patrice; Normalisation du dessin en ceramologie. Montpellier: Association pour la Diffusion de l'Archéologie Méridionale, 1979. COLLETT, Lesley. An Introduction to Drawing Archaeological Pottery. Reading: Institute for Archaeologists, 2008. FEUGÈRE, Michel; FOY, Danièle; VALLAURY, L., (1982) Normalisation du dessin en archéologie, Le mobilier non-céramique., Montpellier: Association pour la Diffusion de l'Archéologie Méridionale, 1982. GRIFFITHS, Nick; JENNER, Anne; SPITTEL-WILSON, Christine. Drawing Archaeological Finds: A Handbook. London: Archetype Publications, 1990. MORTINGELL, Hazel; SAVILLE, Alan.  The Illustration of lithic artefacts: a guide to drawing stone tools for specialist reports. Northampton: AAI&S, 1988. STEINER, Melanie. Approaches to Archaeological Illustration: A Handbook (Practical Handbooks in Archaeology). York: Council for British Archaeology, 2005.
  • Illustration and Drawing
  • 6330
  • 25105
  • Scientific Illustration: Archaeology
  • IPLUSO6330-25105
  • 3
  • 6
  • 945
  • 4
  • Não
  • Português
  • The methodology is theoretical and practical, with a strong emphasis on practice. It includes the presentation of content using specific projects in the field of Scientific Illustration in Archaeology, or by guest experts. It begins with the presentation of illustration codes for archaeology, through the analysis of reference works and the demonstration of specific methods and techniques to be used in the proposed exercises. Visits to museums and associations with archaeological collections are also promoted to ensure greater scientific understanding in this field of study. It includes the presentation of content through specific projects in the field of Scientific Illustration in Archaeology, or by invited experts. It includes the development of an individual practical project in Scientific Illustration in Archaeology, accompanied by the preparation of the respective field notebook.
  • Optional
  • A) Understand the importance of scientific illustration in the development, study and diffusion of science. B) Understand the role of scientific illustrator as a descriptor and communicator. C) Know and explore a variety of techniques and tools in the field of scientific illustration. D) Know and apply the norms of representation in scientific illustration for archeology. E) Study, understand and transform scientific information in the archaeological field into  scientifically accurate illustrations.
  • 1 - Scientific illustration as a pedagogical medium. 1.1 - Different approaches, traditional and digital techniques. 1.2 - Illustration principles and practices for archeology. 2 - Accurate representation of the form. 2.1 - Color and light. 2.2 - Line, measure and perspective. 2.3 - Volumes and textures. 3 - Scientific illustrations of archaeological artifacts. 3.1 - Field sketches. 3.2 - Artifact studies. 3.2.1 - Position and orientation of artifacts and other norms of representation. 3.2.2 - Technical drawing of artifacts and various materials: ceramics, stone, metal and wood. 3.3 - Methods to improve the presentation of the final work.

  • A avaliação é contínua, intercalar e final. Assenta na aquisição de conhecimentos, na assiduidade, presença (75%) e pontualidade às aulas. Relativamente ao desempenho do aluno, considera-se a concretização de um número determinado de ilustrações científicas avaliadas segundo os critérios: capacidade de interpretação (20%) e de representação (20%), o domínio das técnicas (20%) e a qualidade de execução gráfica (20%) e estética (20%).

     

    30% Análise visual e cópia de ilustrações científicas

    30% Caderno de campo

    30% Ilustrações finais

    Exame: 50% apresentação do trabalho do semestre (corrigido segundo as indicações) e 50% exercício de exame.

     

     

     

    Evaluation is continuous, mid-term and final. It is based on knowledge acquisition, attendance, presence (75%) and punctuality to classes. Regarding student performance, the achievement of a certain number of scientific illustrations evaluated is based on the following criteria: interpretation (20%) and representation (20%), mastery of techniques (20%) quality of graphic execution (20%) and aesthetics (20%).

     

    30% Visual analysis and copy of Scientific illustrations

    30% Field notebook

    30% Final illustrations

    Exam: 50% presentation of the semester's work (corrected as indicated) and 50% exam exercise.
  • Semestral
  • Introduction to Scientific Drawing Techniques in the Field of Archaeology

Biostatistics

Category: Discipline
  • Almeida, S. (2017). Estatística Aplicada à Investigação em Ciências da Saúde (1ª ed.). Lisboa: Lusodidacta. ISBN 978-989-8075-77-2 Triola, M. F. (2009). Introdução à Estatística (7 ed.). Rio de Janeiro: LTC th Editora. ISBN 9788521615866 Vieira, S. (2009). Introdução à Bioestatística (2 ed.). Rio de Janeiro: Elsevier nd Educacional. ISBN 9788535202595 Altman, D.G. (1991). Pratical Statistics for Medical Research (1 ed.). Chapman and Hall/ st CRC. ISBN 9780412276309 Dawson-Saunders, B. & Trapp, R.G. (2004) Basic and clinical biostatistics (4 th ed.). Lange. ISBN: 978-0071410175
  • Nursing
  • 4001
  • 2193
  • Biostatistics
  • IPLUSO4001-2193
  • 3
  • 5
  • 0
  • 4
  • Não
  • Português
  • In this curricular unit, the Team-based learning (TBL) methodology is used, with tasks carried out in small groups, allowing the development of the ability to analyze and apply theoretical concepts.
  • Mandatory
  • Provide the students with concepts and techniques necessary for a correct statistics analysis and interpretation of biological models, as well as statistical processing of data on results of a study. To understand and analyse mathematical and statistical models. Master the use the statistical software SPSS. Interconnect research, statistical processing and presentation of data on results of a study
  • Descriptive Statistics Data analysis and its graphical representation. Measures summary statistics - CTM and DM. Probability and Probability Distributions Inferential Statistics General principles of statistical inference Inferences about means Inferences about proportions Correlation and linear regression Statistical Data Analysis with SPSS Descriptive Statistics vs. Inferential Statistics Introduction and Data Editing Descriptive Statistics for Qualitative Variables Descriptive Statistics for Quantitative Variables Exploration and Crossing Variables Decision Theory - Groups comparison

  •  

    Descrição

    Data limite

    Ponderação

    Teste de avaliação

    xx-xx-2024

    50%
    Teste de Avaliação

     

    xx-xx-2024

    50%

     

     

     

     
  • Semestral
  • This curricular unit aims to develop the knowledge about statistical work environments with its different techniques

Didactics of Mathematics

Category: Discipline
  • Canavarro, A., Mestre, C., Gomes, D., Santos, E., Santos, L., Brunheira, L., Vicente, M., Gouveia, M., Correia, P, Marques, P, Espadeiro, R. (2021). Aprendizagens Essenciais de Matemática no Ensino Básico. ME. Portugal. NCTM (2014). Principles to actions: Ensuring mathematical success for all. Reston. VA: NCTM. Ponte, J. P. (2005). Gestão curricular em Matemática. In GTI (Ed.), O professor e o desenvolvimento curricular (pp.11-34). Lisboa: APM. Santos, E. (2020). Coavaliação ao serviço da regulação da aprendizagem e do ensino da área do paralelogramo. In Educação e Matemática, n.º 158 (20-24). APM. Lisboa. Santos, E., & Santos, L. (2022). How Gaming and Formative Assessment Contribute to Learning Supplementary and Complementary Angles. In Lane, C. (Ed.), Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (pp. 772-787). PA: IGI Global. DOI: 10.4018/978-1-7998-7271-9.ch039.  
  • Primary Education
  • 6127
  • 1738
  • Didactics of Mathematics
  • IPLUSO6127-1738
  • 3
  • 4
  • 0
  • 4
  • Não
  • Português
  • Active methodologies centered on the construction of knowledge by the students are promoted. (debate, discussion, group work, use of digital platforms, flipped classroom, ...).
  • Mandatory
  • Deepen the mathematical knowledge, teaching in their applications, taking into account the current national and international research in mathematics education and curriculum guidelines used in Portugal. Investigate and analyze professional practices to promote learning in Mathematics. Analyze mathematical tasks, reflecting on them with in a frame of the "consumer" of curriculum materials and mathematically rich, appropriate tasks to the diversity of contexts of learning mathematics. Recognise the importance of exploratory teaching situations and the different stages of their implementation for the development of mathematics learning. Recognize the role of mathematics in the literacy development of children and adolescents, as reflected in the tools for understanding the world.
  • 1.     Promotion practices of learning Mathematics Types of tasks Rules and roles associated with formal learning of mathematics Promoting speeches for the learning of mathematics Teaching Methods for exploration mathematical concepts 2. Analysis of curriculum frameworks for Math Education 3. Numbers Development of number sense The development and valorization of mental calculation; The algorithms work with integers 4. Algebra The development of algebraic thinking Development of variable notion 5.Geometry and Measurement Spatial sense: levels of Van Hile 6. Data and Probability          Projects development to promote statistical education 7. Mathematical Abilities Development of students' mathematical reasoning  Problem solving to support the approach to mathematical knowledge and the mathematical communication  Development of computational thinking  Use multiple representations valuing the verbal expression of ideas and  symbolic language fluency ¿ Development the notion of variable    

  • Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.

    Exemplo:

    Descrição

    Data limite

    Ponderação

    Participação nos trabalhos da aula

    Ao longo do semestre

    25%

    Análise dos documentos curriculares em vigor 

    Ao longo do semestre

    35%

    Elaboração de um trabalho escrito - Planificação de uma cadeia de tarefas

     

    40%

     

    Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...

     
  • Semestral
  • The program of this UC aims at the articulated development of knowledge related to the didactics of mathematics. This UC aims the acquisition by the students of practical references, exploration and investigation – theoretical ones that allow them to build a professional teaching identity whose central characteristic is that of pedagogues – didactics and didactics – pedagogues.  In other words, it is about combining the usefulness of didactic devices and procedures with the knowledge of pedagogical intervention.  It is within this knowledge that future teachers develop the reflective capacity and pedagogical sensitivity that allow them to select, adapt and reconstruct tasks and procedures, in order to guarantee a coherent and consistent intervention with an exploratory teaching.

Option II

Category: Discipline
  • Digital Health
  • 7035
  • 1401
  • Option II
  • IPLUSO7035-1401
  • 1
  • 6
  • 1247
  • 4
  • Não
  • Português
  • Semestral

Supervised Teaching Practice 2 - 2nd Cycle

Category: Discipline
  • Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
  • 6857
  • 25608
  • Supervised Teaching Practice 2 - 2nd Cycle
  • IPLUSO6857-25608
  • 2
  • 28
  • 0
  • 4
  • Sim
  • Português
  • Semestral
  1. Internationalization and Localization
  2. Criminalistics
  3. Company Law
  4. Scientific Illustration: Biology

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