- Details
- Category: Discipline
- Não
- 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.
- Semestral
Descrição
Data limite
Ponderação
Trabalho de grupo (com apresentação e discussão)
Durante o semestre
40%
Prova escrita individual
Durante o semestre
40%
Participação nas aulas e em atividades de integração e desenvolvimento curricular
Durante o semestre
20%
- 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.
- *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.
- Mandatory
- 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.
- Português
- 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
- 4
- 0
- 5
- 1
- IPLUSO6857-27225
- Didactics of Natural Sciences in the 2nd Cycle of Basic Education
- 27225
- 6857
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- Details
- Category: Discipline
- Não
- Semestral
- Português
- 4
- 0
- 5
- 1
- IPLUSO6857-16064
- Didactics of Portuguese in the 1st Cycle of Basic Education
- 16064
- 6857
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- Details
- Category: Discipline
- Não
- This Curricular Unit aims to equip students with the pedagogies, tools, and techniques to learn Artistic Expressions as autonomous areas of knowledge, but also as active and playful methodologies for acquiring knowledge in other areas. To this end, we will use highly successful and internationally tested pedagogical models with scientific and pedagogical evidence so that students become familiar with them and can apply these Artistic Expression methodologies to acquire knowledge and skills. Individual research, discussion of ideas, and the creation of artistic works in groups will also be prioritized.
- Semestral
Será privilegiada uma avaliação contínua baseada em trabalhos executados nas aulas, em trabalhos individuais de cada aluno e também em trabalhos para pequeno grupo. Todos os trabalhos terão uma classificação e terão as seguintes ponderações na nota final: trabalhos de aula (20% da classificação final); trabalhos individuais de cada aluno (30% da classificação final); trabalho final a pares ou em pequeno grupo (50% da classificação final). Em todos os trabalhos serão valorizadas a análise documental, a preparação e reflexão de actividades de Expressão Artística, bem como a elaboração de uma Planificação Final que consistirá no principal elemento de avaliação da Unidade Curricular, até porque potenciará a troca de experiências e de cooperação entre os estudantes.
- 1 - Specific characteristics and purposes of learning Artistic Expressions for children; 2 Analysis of the programmatic and curricular guidelines defined by the Ministry of Education, as well as the establishment of learning objectives and goals; 3 - How to plan and build games, theatres, materials, and activities within the scope of Artistic Expressions; 4 - Research, construction, and exploitation of didactic resources within the scope of Artistic Expressions; 5 - Reflection on different pedagogical models, such as High Scope, Reggio Emilia, Modern School Movement, as well as teaching methodologies, such as Orff, Dalcroze or Kódaly, all in an active and interdisciplinary approach to pedagogy; 6 - How to make curricular integration of the different expressions and respective project works; 7 - Sensitize the child for the importance of expressiveness, socialization, communication, and aesthetic sensitivity in the pedagogical scope of Artistic Expressions.
- 1 - This Curricular Unit has as its main objectives the study and application of pedagogical models important for the teaching of Artistic Expressions in the classroom; 2 - A detailed analysis of the current pedagogical models will be carried out using existing materials and books approved for the Expression's Official Teaching, as well as an in-depth explanation of the objectives and skills to be acquired within the scope of the Artistic Expressions, which are detailed in the Curricular Guidelines and in the Program for the 1st Cycle of Basic Education; 3 - The students should finish the Curricular Unit valuing the importance of teaching Artistic Expressions for the Development of the Child asa whole, as well as knowing how to reflect, apply and plan activities both in musical, plastic, and dramatic contexts, whether in a formal or in an informal context; 4 - Students will also know how to research and collect materials and documents that consolidate their pedagogy.
- Mandatory
- Within the scope of this Curricular Unit, we'll seek to analyze, study, and deepen existing methodologies - High Scope, Reggio Emilia, Modern School Movement, Dalcroze Method, Orff Method, Kódaly Method, among others - framing them in the syllabus defined by the Ministry of Education and, from there, creating our own methodologies, based on the personal reflection and practice of each student, summarizing the contributions of them all. Thus, theoretical-practical classes will be conducted by the teacher in an interdisciplinary and integrated manner, articulating small group work with personal research and practice.
- Português
- Cabral, A. (2001). O Jogo no Ensino. Editorial Notícias Costa, I. (2003). O Desejo de Teatro. Fundação Calouste Gulbenkian Gagnard, M. (1974). Iniciação Musical dos Jovens. Editorial Estampa Hernández, F. (2000). Cultura Visual, Mudança Educativa e Projecto de Trabalho. Artes Médicas Sul Rooyackers, P. (1996). 101 Jogos Musicais para Crianças: divertimento e criatividade com movimento. Lyon Multimédia Edições Santos, A. (1992). Ensino Artístico. Edições Asa Storms, G. (2000). 100 Jogos Musicais. Edições Asa Sousa, A. (2003). Educação pela arte e artes na educação: Bases psicopedagógicas. Instituto Piaget Tejerina, I. (1994). Dramatización y Teatro Infantil - Dimensiones Psicopedagógicas y Expressivas. Siglo Ventiuno Editores
- 4
- 0
- 5
- 1
- IPLUSO6857-25603
- Teaching Expressions in the 1st Cycle of Basic Education
- 25603
- 6857
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- Details
- Category: Discipline
- Não
- Semestral
- Português
- 4
- 0
- 2
- 2
- IPLUSO6857-15588
- Diversity and Inclusive Education
- 15588
- 6857
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- Details
- Category: Discipline
- Não
- Semestral
- Português
- 4
- 0
- 2
- 2
- IPLUSO6857-25605
- Research Methodology in Education
- 25605
- 6857
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
