Didactics in the Natural Sciences

Scholar Year: 2016/2017 - 1S

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 1 0,00

Teaching language

Portuguese

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

Examines the role of science education in primary education, based on the theory that underpins the current
teaching guidelines.
Recognizes and integrates, in its views on the pedagogical practices, the guidelines that highlight the dynamic nature of science and the dimensions of the construction of scientific knowledge.
Plans learning experiences necessary for the construction of concepts and development of specific skills in the
natural sciences, taking into account the characteristics of the students of 1st and 2nd CEB.
Uses strategies to understand and analyze the connections science / technology / society / environment, by using models, problem solving and discussion of real cases.
Makes creative and original solutions in planning for teaching and for the development of teaching materials and assessment tools.

Syllabus

1-Organization and curriculum guidelines for elementary schools:
1.1-Content and justification of the science curriculum;
1.2- Science, the construction of scientific knowledge and science teaching;
1.3-Beliefs on science teaching and learning - strategies and learning experiences:
(a) practical work (experimental investigations), (b) activities of discussion, (c) problem solving, (d) conceptual change.
2 - Organization of science teaching and science learning :
2.1-Planning and teaching practice:
(a) analysis and discussion of curriculum guidelines and programs;
(b) analysis and evaluation of textbooks for the 1st and 2nd CEB.
2.2 – Design of pedagogical projects aimed at practical implementation in schools of the 1st and 2nd CEB.

Demonstration of the syllabus coherence with the UC intended learning outcomes

This UC is intended to deepen the students’ knowledge about the Didactics of Environmental Studies, both in terms of theoretical knowledge and reflection on teaching methods. The aim is also pursuing the development of skills to:
(i) critically analyze different aspects of curriculum development; (ii) design and implement teaching situations that facilitate learning of scientific themes according to the programs of basic education and (iii) discuss pedagogical issues based on input from cognitive sciences, history and epistemology of science and curriculum theory. It seeks to give a broader view of what science learning is and provide sound experience in the processes of science (inquiry), for students’ understanding of science as another human activity that share knowledge with the entire universe of human knowledge.

Teaching methodologies

Teaching methodologies include both classroom and on-line activities (Moodle platform). Classes include theoretical exposition and practical activities appropriate to the 1st and 2nd CEB. Learning situations: a) Discussion of topics on the contributions of research for science teaching; b) Analysis and evaluation of diverse
materials (manuals, site at www, among others; c) Planning of practical activities with emphasis on the
characteristics of scientific activity; e) Construction of teaching materials; f) Presentation, discussion and
evaluation of the potential educational 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 programs either in the component of Environmental Studies (1st CEB) either in component of the Natural Sciences (2nd CEB). Hence, a starting point for the development of activities have been the official programs and curriculum guidelines for basic education in science and other physical and natural resources to teach science, such as textbooks. These were object of analysis and critical reflection in order to assess their suitability for teaching and learning science in these grade levels.

Assessment methodologies and evidences

The assessment is regular and systematic and focus on the processes and work products, namely:
- An individual test (weighting 40%)
- Group work (40% weighting)
- Participation in classes (20% weighting).

Bibliography

AFONSO, M.M. (2008). A educação científica no 1º ciclo do ensino básico. Das teorias às práticas. Porto: Porto
Editora.
CACHAPUZ, A., PRAIA J. & JORGE, M. (2002). Ciência, Educação em Ciência e Ensino das Ciências. Lisboa:
Ministério da Educação.
LEITE, C. e FERNANDES, P. (2003). Avaliação das aprendizagens dos alunos. Rio Tinto: Asa.
MILLER, R., LEACH, J. & OSBORNE, J. (2000). Improving Science education. The contribution of research.
Buckingham: Open University Press.
Revista de Educação http://revista.educ.fc.ul.pt/index.html
REVISTA ELECTRÓNICA DE ENSEÑANZA DE LAS CIENCIAS http://reec.uvigo.es/index.htm
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/
Projeto Ciência Viva - http://www.cienciaviva.pt/