Environmental Studies

Scholar Year: 2016/2017 - 1S

Courses

Head Teacher Responsability Helena Maria Espada Simões Head Carlos José das Neves Moreira Cardoso da Cruz Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 4,00 Helena Simões   2,00 José Freitas   2,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

- Understands and mobilizes science concepts in the field of Environmental Sciences
- Understands the organization and functioning of natural and man-made systems
- Distinguishes common sense discourse from scientific discourse science about environmental issues and understands their relationships.
- Discusses human intervention on ecosystems regarding the available scientific knowledge.
- Discusses the environmental dilemmas of our time and recognizes the existence of different perspectives.
- Identifies, collects and selects information from credible sources.
- Recognizes and analyzes values and knowledge of other cultures relativizing differences.
- Use knowledge about rights and duties of citizens in their interventions.
- Integrate ecological, ethical and aesthetic values in their discourses and practices.
- Identifies problems, weighing risks and benefits in decisions making.

Syllabus

1. Natural and social environments
Human action on natural and build environment; great civilizations and the industrial societies
Cities and urban spaces though history
Levels of organization in biosphere; structure and functioning of ecosystems
2. Contemporary environmental problems in relation with social and economical development
Environmental balance and environmental menaces
Economic mundialization, globalization and the environment
3. Environmental issues in Portugal
Development models and related environmental issues
Natural and man-made patrimony
Environmental politics in Portugal: processes, agents and actors

Demonstration of the syllabus coherence with the UC intended learning outcomes

The themes and concepts approached allow the development of a broad view about the environment and
environmental problems in different levels and according to different perspectives.

Teaching methodologies

Learning process includes:
- Reading of texts and articles
- Cases studies analyses in a CTSA perspective
- Classroom discussions and debates about environmental controversies
- Seminars
- Practical activities including visits and field work

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Teaching methodologies focus on students’ activities, emphasizing the discussion of current issues and actual topics, knowledge of our environment and the discussion about commitment and participation.

Assessment methodologies and evidences

The final assessment includes a written test (30%) and all the products work developed during the learning activities (70%).

Attendance system

In all classroom sessions compulsory attendance is 75%. In the tutorial sessions compulsory attendance is 90%.

Bibliography

Agência Portuguesa do Ambiente (s.d.). Obtido em julho de 2016, de http://www.apambiente.pt/.
Almeida, M. (2006). Um planeta ameaçado. Lisboa. Esfera do Caos.
Almeida, J. (2004). Os portugueses e o ambiente. Oeiras: Celta Editora.
Barber, N. & Dewar, N. (2011). O ambiente. Lisboa: Gradiva.
Bettencourt, A. & Gomes, M. (2014). Nos trilhos dos Açores – Educação para a cidadania. Lisboa: Tinta da China.
Comissão Europeia – Ambiente (s.d.). Obtido em julho de 2016, de http://ec.europa.eu/environment/index_en.htm.
Cunningham, W.; Cunningham, M. & Saigo, W. (2007). Environmental science – A global concern. New York: MCGraw-Hill Higher Education.
Garcia, R. (2006). Sobre a Terra – Um guia para quem lê e escreve sobre ambiente. Lisboa: Público.
Giordan, A. & Souchon, C. (2006). Uma educação para o ambiente. Lisboa: Instituto de Inovação Educacional/Instituto de Promoção Ambiental.
Instituto da Conservação da Natureza e das Florestas (s.d.). Obtido em julho de 2016, de http://www.icnf.pt/portal/icnf.
Nogueira, V. (2009). Introdução ao pensamento ecológico - Educação ambiental. Lisboa: Plátano Editora.
Odum, E. (2004). Fundamentos de Ecologia. Lisboa: Fundação Calouste Gulbenkian.
Rasool, I. (1994). Sistema Terra. Lisboa: Instituto Piaget.
Revista Captar: Ciência e Ambiente para todos (Universidade de Aveiro) (s.d.). Obtido em julho de 2016, de http://revistas.ua.pt/index.php/captar/index
Santos, F. (2007). Que futuro? Ciência, Tecnologia, Desenvolvimento e Ambiente. Lisboa: Gradiva.
Santos, F., Miranda, P. (2006). Alterações climáticas em Portugal - Cenários, impactos e medidas de adaptação. Lisboa: Gradiva.
Schmidt, L. (2010). País (In)sustentável - Ambiente e qualidade de vida em Portugal. Lisboa: Esfera do Caos.
Schmidt, L.; Guerra, J. e Nave, J. (2010). Educação ambiental. Balanço e perspetivas para uma agenda mais sustentável. Lisboa: Imprensa de Ciências Sociais.
Soromenho-Marques, V. (Coord.) (2010). O ambiente na encruzilhada por um futuro sustentável. Lisboa: Esfera do Caos Editores.
UNEP - United Nations Environmental Programme. (s.d.). Obtido em julho de 2016, de http://www.unep.org/.
UNESCO – Teaching and learning for a sustainable future. (s.d.). Obtido em julho de 2016, de http://www.unesco.org/education/tlsf/.
UNRIC – Centro Regional das Nações Unidas (s.d.). Obtido em julho de 2016, de http://www.unric.org/pt/.
Wakeford, T. & Walters, M. (1998). Ciência para a Terra – pode a ciência criar um mundo melhor? Lisboa: Terramar.
WCED (1991). O nosso futuro comum. Lisboa: Comissão Nacional para o Ambiente e Desenvolvimento/Meribérica/Liber.

Revistas com acesso através da b-on: Biblioteca do conhecimento online
- Environmental Education Research
- Journal of Education for Sustainable Development
- The Journal of Environmental Education