Scientific Literacy and Information Literacy

Scholar Year: 2023/2024 - 1T

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 3,00 Sílvia Couvaneiro   0,00 Sílvia Ferreira   0,00

Teaching language

Portuguese

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

a) Understand the importance of knowledge and scientific culture for an active citizenship.
b) Reveal a critical and scientific attitude towards citizens’ daily challenges.
c) Problematize the interactions between science, technology, society, and environment.
d) Understand the characteristics of scientific activity.
e) Understand the divulgation dynamics in a digital environment.
f) Identify, collect, and critically select information for the design of teaching materials, taking into account the credibility of the sources, and ethical and normative principles.

Syllabus

1. Science in the media
- Characteristics of scientific activity
- Socio-scientific controversies
- Science, technology and society
2. Sources of information on science and technology
- Access and critical use of information
- Credibility of information sources
- Fake News and its impacts
- Diversity of digital tools
3. Digital literacy and citizenship
- Rights and duties in a digital environment
- ICT and digital citizenship
4. Design of didactic-pedagogical materials for teaching and learning

Demonstration of the syllabus coherence with the UC intended learning outcomes

In this subject it is intended that students develop knowledge and skills necessary for the understanding and critical analysis of current issues that are a source of concern and/or controversy among scientists, politicians, corporations, and groups of citizens, as well as their implementation in the process of teaching and learning science.
The aim is to raise students’ level of scientific literacy and information literacy, since the growing possibilities of access to information, especially in digital formats, generate problems in managing the quantity and quality of data available on various scientific, social, and cultural contexts.

Teaching methodologies

Teaching methodologies are focused on student activity, taking into account the promotion of scientific literacy and information literacy, in an articulated way. It is intended, on the one hand, the appropriation of scientific knowledge and content on the construction of scientific knowledge in its different dimensions and, on the other, the acquisition of instruments for critical analysis of reality that facilitate citizen intervention, considering the role of school.

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

Priority is given to activities related to the discussion of scientific and socio-scientific topics that demonstrate the interactions between science, technology, and society. The diversity of sources and documentary research processes, as well as the discussion of topics in online forums and/or through role-playing simulations, constitute important methodological tools to achieve the objectives. The selection of subjects under discussion is flexible and aims to respond to the students’ interests. It is focused the role of the media, such as news about scientific investigations, in the divulgation of science and in the design of teaching materials.

Assessment methodologies and evidences

The process includes information research, analysis, debate, group work, discussion, and oral presentations, related to the themes that enhance the design of didactic-pedagogical materials for the teaching and learning process. The evaluation has the following weightings: (a) quality participation in the activities (30%); and (b) planning of pedagogical activities (70%).

Bibliography

Castells, M. (2004). A galáxia Internet. Lisboa: Fundação Calouste Gulbenkian.
Duschl, R. et al. (2007). Taking science to school. Washington: National Academies.
Fontes, A., & Silva, I. (2004). Uma nova forma de aprender ciências. Porto: Asa.
Gil, H. (2019). Nativos digitais, migrantes digitais e adultos mais idosos: pontes para a infoinclusão. Revista Educação, Psicologia e Interfaces, 3(2), 164-184.
Jarman, R., & McClune, B. (2007). Developing scientific literacy: Using News Media In The Classroom. Maidenhead: Open University.
Oliveira, I. et al. (2019). Mediação do conhecimento e cultura científica. Lisboa: Ciência Viva.
Ponte, C. (2020). Nós na Rede - Ambientes digitais de crianças e jovens. Lisboa: Almedina.
Souza, M. (2018). Educação digital: a base para a construção da cidadania digital. http://www.europe-direct-aveiro.aeva.eu/debatereuropa/

Casa das Ciências. https://www.casadasciencias.org/
Equipa de Recursos e Tecnologias Educativas. https://www.erte.dge.mec.pt/cidadania-digital