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Project Based Learning
Scholar Year: 2023/2024 - 1T
| Code: |
MEPHGP210 |
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Acronym: |
ABP |
| Scientific Fields: |
Didáticas Especificas |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| MEPHGP |
5 |
|
2º |
3,0 |
36 |
81,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
− To develop critical and creative thinking skills, problem-solving, autonomy, communication, co-creation, and collaboration.
− To mobilize skills and knowledge from different areas of knowledge, identifying educational challenges and developing projects.
− To make use of digital skills in different stages of project-based learning.
− To use digital technologies to enrich learning contexts in the 1st and 2nd cycles of Basic Education.
− To master and adapt methodological knowledge for the development of a learning project within the frame of curricular articulation.
Syllabus
Da metodologia de trabalho de projeto à aprendizagem baseada em problemas:
- Metodologia de trabalho de projeto;
- PBL (Aprendizagem Baseada em Problemas);
- Design Thinking.
Etapas da Aprendizagem baseada em projetos.
Aprendizagem baseada em projetos e competências para o século XX.
Os 4 C da Educação (Colaboração, pensamento Crítico, Criatividade e Comunicação).
Projetos de aprendizagem para o 1.º ciclo e para o 2.º ciclo.
Demonstration of the syllabus coherence with the UC intended learning outcomes
From a perspective of pedagogical isomorphism in teacher training, the subject Project-Based Learning seeks not only to put students in contactwith the reality of school learning projects, but also to create the means for them to learn through methodologies under the frame of ProjectPedagogy. In order to achieve the goals that enable future teacher to become autonomous in the development of projects, the themes of thesyllabus provide content knowledge, including different perspective of methodologies, and procedural knowledge to implement thesemethodologies. Furthermore, it is noteworthy the close association between Project Pedagogy and digital skills, transversal to the objectives andcontents of the syllabus
Teaching methodologies
The teaching methodologies seek to provide students with learning experiences within the framework of Project Pedagogy, using digitaltechnologies, in order to model their professional practices for a 20th century education. Among the methodological approaches, the followingstand out:
− Flipped classroom, focused on the main themes of project-centered pedagogy.
− Case study of projects developed in schools, presented by guest teachers.
− Development of a proposal for a learning project for the 1st or 2nd cycle of basic education, in autonomous work, in groups, with tutorial support.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
Reinforcing the idea of pedagogical isomorphism in teacher training, the selected methodologies, including the digital reflective portfolio, may be mobilized by future teachers, either in their classroom, either in projects of curricular autonomy, or in other projects of curricular articulation. These methodologies, within the framework of Project Pedagogy, fulfill the dual function of training and modeling professional practices, supporting the syllabus learning objectives. This approach respond to the current challenges of a flexible, inclusive curriculum focused on areas of competence for the XXI century.
Assessment methodologies and evidences
− Assessment of the learning process, with a digital Portfolio:
• Individual component – self-reflection on the learning path (40%);
• Group component – project development process (60%).
Attendance system
Students must attend at least 75% of classes.
Bibliography
Cosme, A. (2018). Autonomia e flexibilidade curricular. Propostas e estratégias de ação. Porto Editora.
Healey, M., & Healey, R. (2019). Embedding Active Learning into Your Teaching Practice. Learning + Teaching Academy. https://lta.hw.ac.uk/wp-content/uploads/Embedding-Active-Learning-into-Your-Teaching-Practice.pdf
Prensky, M. (2016). Education to better their world. Unleashing the power of 21st- century kids. Teachers College Press.
Rodrigues, M. R., Pinto, J., & Pires, A. L. O. (2018). ePortfolio as a Learning and Assessment Tool. In I. K. & M. Laurikainen (Ed.), EmpoweringePortfolio Process. Hamk Unlimited Journal.
Trilling, B. & Ginevri, W. (2017). Project management for education. The bridge to 21st-century learning. PMI Educational Foundation.
Trindade, R. (2018). Autonomia, flexibilidade e gestão curricular: relatos de práticas. Leya Educação.
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