Didactics of Natural Sciences

Scholar Year: 2023/2024 - A

Courses

Head Teacher Responsability Sílvia Cristina dos Reis Ferreira 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 2,40 Sílvia Ferreira   1,20

Teaching language

Portuguese

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

a) Analyse the role of scientific education in elementary education, based on the theory that underpins current teaching guidelines.
b) Understand and integrate, in their perspectives on pedagogical practices, guidelines that highlight the dynamic nature of science and the dimensions of the construction of scientific knowledge.
c) Develop critical analysis skills of curriculum and teaching materials.
d) Plan learning experiences necessary for the construction of knowledge and the development of specific skills in science, taking into account current curricular documents and the characteristics of the 5th and 6th grade pupils.
e) Implement strategies to understand and analyse the STSE relations, using models, problem solving and real cases discussions.
f) Conceives creative and original learning activities and instructional and assessment materials.

Syllabus

1- Teaching and learning natural sciences in elementary education
1.1- Content and justification of the science curriculum
1.2- Science, the construction of scientific knowledge and science teaching
1.3- Perspectives and strategies for science teaching and learning: practical work, problem solving, alternative concepts, STS movement
2 – Organization of science teaching and science learning
2.1- Planning and teaching practice: analysis and discussion of curriculum guidelines and textbooks for 5th and 6th grade
2.2 - Design of didactic-pedagogical projects to implement in 5th and 6th grade classes

Demonstration of the syllabus coherence with the UC intended learning outcomes

Underlying this curricular unit is the central idea that a pedagogical practice leading to a high level of scientific literacy presupposes the understanding of the construction of scientific knowledge in its different dimensions and the consideration of teaching and learning science in philosophical, psychological, and sociological terms. It is intended that students develop knowledge and skills necessary for the understanding and critical analysis of scientific research processes, as well as the process of teaching and learning science.
The aim is also pursuing the development of skills to critically analyse different aspects of curriculum development, design and implement teaching situations that facilitate learning of scientific themes according to the curricular documents, and discuss pedagogical issues based on input from cognitive sciences, history, and epistemology of science.

Teaching methodologies

Classes include theoretical exposition, discussion activities, and practical activities appropriate to the 5th and 6th grades.
Learning situations comprise: a) analysis and discussion of documents in online forums; b) discussion of topics about the contributions of research for science teaching; c) analysis and evaluation of diversified materials; d) planning of practical activities with an emphasis on the characteristics of scientific activity; e) construction of teaching materials; f) presentation, discussion and evaluation of the educational value of the activities.

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

Teaching methodologies are student-oriented, providing opportunities for critical reflection of science teaching and science learning. Furthermore, it seeks to provide the necessary tools and instruments to the implementation of the official science curricular documents for 5th and 6th grade.
The diversity of work processes aims to give students the opportunity to put into practice appropriate learning sequences, based on current lines of research that support the perspectives of science teaching. It is also intended that they reflect on the educational value of those practices and that they recognize the relationship between theory and practice.
The UC is annual to support the teaching training. The management of the UC is flexible to support the students' learning and intervention in elementary classes.

Assessment methodologies and evidences

Assessment is regular and systematic and focus on the processes and work products, namely: an individual test (40% weighting); a group work (40% weighting); participation in classes (20% weighting).

Bibliography

Afonso, M., et al. (2013). Que ciência se aprende na escola? Lisboa: FFMS.
Duschl, R., Schweingruber, H., & Shouse, A. (Ed.) (2007). Taking science to school: Learning and teaching science in grade K-8. Washington: National Academies Press.
Galvão, C., et al. (2006). Avaliação de competências em ciências. Porto: ASA.
Gillies, R. (2020). Inquiry-based science education. CRC Press.
Morais, A. M., Neves, I. P., & Ferreira, S. (2014). Currículos, manuais escolares e práticas pedagógicas: Estudo de processos de estabilidade e mudança no sistema educativo. Lisboa: Sílabo.
Osborne, J. & Dillon, J. (2010). Good practice in science teaching: what research has to say. London: Open University.
Vasconcelos, C., & Almeida, A. (2012). Aprendizagem baseada na resolução de problemas no ensino das ciências. Porto: Porto Editora.
Páginas online:
Academia Ciência Viva. https://academia.cienciaviva.pt/
Casa das Ciências. https://www.casadasciencias.org/
The Science Teacher. https://www.nsta.org/science-teacher