- Details
- Category: Discipline
- Andueza, M.; Barbero, M.; Caeiro, M.; Silva, A.; García, J.; González, A.; Torres, A. (2016). Didáctica de las artes plásticas y visuales en educación infantil. Unir Editorial Bellocq, G.; Díaz, M. (2010). Tocar el Arte, técnicas e ideas para el desarrollo de la competencia artística. Kaleida Forma Cabral, A. (2001). O Jogo no Ensino. Editorial Notícias Costa, I. (2003). O Desejo de Teatro. Fundação Calouste Gulbenkian Storms, G. (2000). 100 Jogos Musicais. Edições Asa Sousa, A. (2003). Educação pela arte e artes na educação: Bases psicopedagógicas. Instituto Piaget
- Primary Education
- 6127
- 9706
- Didactics of Expressions
- IPLUSO6127-9706
- 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
- Understand the importance of Artistic Expressions and develop skills in these areas. Acquire mastery of fundamental methodologies, techniques and strategies in the field of educational activity. Follow correct ways of working: organization and planning of the various projects. Develop techniques and methods that stimulate creativity, critical and aesthetic sense, in order to present creative practices in the field of various expressions. Approach the official manuals with pedagogy and efficiency. Knowing how to plan and build games, theaters, materials and activities within the scope of Artistic Expressions.
- - Analysis of the programmatic and curricular guidelines defined by the Ministry of Education, as well as the establishment of learning objectives and goals; - How to plan and build games, theaters, materials and activities within the scope of Artistic Expressions; - Investigation, construction and exploitation of didactic resources within the scope of Artistic Expressions; - How to make curricular integration of the various Expressions and respective project work; - Raise the child's awareness of the importance of expressiveness, socialization, communication and aesthetic sensitivity, all within the pedagogical scope of Artistic Expressions; - Work on rhythm, melody, harmony, in a musical and dramatic context; - Diction, representation and the role of the word; - Assessment methods in Artistic Expressions; - Cut and paste; - Modeling; - Geometry, construction of figures and objects on paper
A Unidade Curricular é ministrada por dois docentes, sendo que cada um deles fica com 50% da classificação final.
Assim sendo:
Expressão Plástica - Exercícios de Aula: 30%
Expressão Plástica - Projecto Final: 15%
Expressão Plástica - Assiduidade: 5%Expressão Musical e Dramática - Recensão Crítica: 20%
Expressão Musical e Dramática - Trabalho Final: 25%
Expressão Musical e Dramática - Assiduidade: 5%- Semestral
- The UC of Didactics of Expressions aims to transmit knowledge, within the scope of artistic expressions, necessary for the elaboration of projects and activities in the field of educational and teaching practice. Thus, important pedagogical models will be applied for teaching artistic expressions in the classroom and efforts will also be made to work with students based on the official manuals approved by the Ministry of Education. It is also intended that students know how to research and collect materials and documents that consolidate their pedagogy.
- Details
- Category: Discipline
- Business Management
- 6166
- 16345
- Strategic Business and Information Systems Management
- IPLUSO6166-16345
- 1
- 6
- 0
- 4
- Não
- Português
- Semestral
- Details
- 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
- Details
- 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
- Details
- 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 focused on the construction of knowledge by students are promoted, namely, group work, collective discussions on didactic topics, and the use of digital software.
- 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.
