Introduction to Environmental Studies Teaching

Scholar Year: 2017/2018 - 2S

Courses

Head Teacher Responsability Maria Leonor da Graça Saraiva 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 2 10,00 Fernando Almeida   3,20 Leonor Saraiva   3,20

Teaching language

Portuguese

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

Reveals to possess relevant knowledge on the theories of curriculum and learning psychology as applied to the
teaching of natural sciences and social sciences.
Identifies and analyzes the role of science education in the early years of schooling, based on the theory that
underpins the current teaching perspectives.
Recognizes the importance of teaching about the nature of science and, more specifically, the philosophical,
psychological and social dimensions about the construction of scientific knowledge.
Recognizes the role that an explicit approach to controversies and the conceptual change in the construction of science can have on student learning, about how scientists investigate and produce new knowledge.
Plans various types of activities for the teaching and learning of natural and social sciences in primary school.
Evaluates the pedagogical value of those activities.

Syllabus

Module I-Social Sciences in the early years of schooling.
Epistemological theories in the teaching of Social Sciences - brief history of the development of teaching models (XVIII-XXI);
Planning and teaching practice: objectives, content (scientific and metascientific), strategies of learning and
teaching resources for the teaching of social sciences.
Module II-The explicit teaching of the multidimensional aspects of science and the development of scientific literacy at primary school.
Perspectives in science education: (a) the movement of alternative conceptions in science, (b) the STS movement, (c) teaching through research.
Planning and teaching practice: objectives, content (scientific and metascientific), strategies of learning and
teaching resources for science teaching.
Development of pedagogical projects for science teaching.

Demonstration of the syllabus coherence with the UC intended learning outcomes

It is essential that educators and teachers have a clear idea about the nature of their own experiences and ideas about science. Emphasis is on the development of skills (scientific procedures) and exploration of unifying concepts (scientific and metascientific) in the organization of teaching and learning science in the early years of schooling. The development of these skills is also a factor of citizenship and integration, with effects on the development of society. By providing future educators and school teachers this fundamental knowledge, both conceptual and methodological, it is intended to contribute effectively to the science education of children, either with regard to the "natural world" or the "social world", that is, to contribute to the acquisition of basic scientific literacy.

Teaching methodologies

Teaching methodologies include lecturing, activities, discussion and elaboration of practical activities on issues of education in science. Learning situations: a) reading and understanding of various texts and documents; b)
preparing summaries and comments in online forums; c) guided discussion of topics on the recent results of
research in teaching, d) analysis of specific cases from the literature, e) planning practical activities for pupils in a primary school, with emphasis on experimental investigations; f) presentation, discussion and self-assessment activities, with a critical analysis of their educational potential.

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

The methodology is student-centered. The diversity of work processes aimed at giving students the opportunity to put in place appropriate learning sequences for the students of the early years of schooling, based on the theory that underpins the perspectives of teaching the natural sciences and social sciences, and reflect on the educational potential of these practices.

Assessment methodologies and evidences

Assessment is continuous and focuses on the processes and products of students' work. The classification is
obtained by the following relative weights: tests (one per module) 40%, 40% group work and 20% for individual
participation.

Bibliography

AFONSO, M.M. (2008). A educação científica no 1º ciclo do Ensino Básico. Das teorias às práticas. Porto: Porto
Editora Lda.
MANIQUE, A. P. et al (1994). Didática da História – Património e História local, Lisboa, Texto Editora.
PACHECO, J. (2000). Quando Eu For Grande Quero Ir À primavera e outras histórias. Porto: Profedições.
PEREIRA, A. (2002). Educação para a Ciência. Lisboa: Universidade Aberta.
PESSOA, A. (1990). Realização de um trabalho: da pesquisa à redação. Setúbal: ESE.
ROLDÃO, M. (1995). O Estudo do Meio no 1º Ciclo: fundamentos e estratégias. Lisboa: Texto Editora.
Revista Eureka: sobre Enseñanza y Divulgación de las Ciências http://redalyc.uaemex.mx/src/inicio
/HomRevRed.jsp?iCveEntRev=920
Revista Noesis http://www.min-edu.pt/outerFrame.jsp?link=http%3A//www.dgidc.min-edu.pt/