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From Scientific Production to Scientific Communication

Scholar Year: 2023/2024 - 1S

Code: OP00032    Acronym: PCCC
Scientific Fields: Matemática, Ciências da Natureza
Section/Department: Science and Technology

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
CS 9 Study Plan 5,0
LAS 2 Study Plan 5,0

Teaching weeks: 15

Head

TeacherResponsability
Sílvia Cristina dos Reis FerreiraHead

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 8,00
Ana Rita Ponce   4,00

Teaching language

Portuguese

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

Mobilize multiple literacies in understanding the phenomena of the modern world.
Manages effectively information relevant to their academic and professional education.
Regulates its action according to the ethical principles and ethics of the profession.
Reveals autonomy in addressing and solving problems.
Analyzes and evaluates information sources for specific areas of knowledge.
Uses a scientific language appropriate to different contexts and audiences.
Reveals capacity for reflection on the role of the media in the dissemination and communication of science.
Analyzes journalism scientific papers identifying quality issues from the standpoint of scientific and journalistic as well as the credibility of the sources.

Syllabus

1. Science communication:
1.1Models of communication.
1.2 Characteristics of a science communicator.
2. Modalities of scientific journalism:
2.1 Types of periodicals and distinctive characteristics: generalist, sensational, popular and specialized periodicals.
2.2 Reading, analysis and critical review of selected texts of "science communication" in various types of periodicals and in reliable specialized books or magazines.
2.3 Production of scientific texts: criteria for conversion of a scientific article.
3. Analysis and discussion of critical texts that make news involving information related to Mathematics:
3.1 The ubiquity of social numbers.
3.2 The “use, nonuse, misuse and abuse” of mathematics that one does.
3.3 General notions of data analysis, interpretation and visualization


Demonstration of the syllabus coherence with the UC intended learning outcomes

In a course that aims to promote science communication from the perspective of promoting scientific culture, subjects must be seen in a critical perspective. As the course is also focused on the construction of texts for science communication through media, it seems appropriate to present not only the concepts and criteria related to the role of science communicators but also issues related to the reliability of information sources in science, technology and mathematics. Furthermore, scientific language, appropriate to diverse audiences on suitable media, it will be analyzed.

Teaching methodologies

The transformation of scientific knowledge in reliable journalistic information source will be systematically analyzed throughout the working sessions, providing a context for learning issues about the transformation of these languages.
Learning situations: a) Documentary research b) Discussion activities c) Analysis and interpretation of scientific and technical articles; d) Discussion of topics suggested by students and teachers e) Use of the interactive platform f) Production of texts or multimedia products aimed at disseminating scientific information to diverse audiences.

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

Teaching methodologies focus on student activity, taking into account the development of their scientific literacy, seen as the appropriation of basic concepts about the construction of scientific knowledge in its various dimensions, and also as the acquisition of critical analysis tools that facilitate citizen intervention. Activities of discussion are centered in STS controversial issues that reveal the recent interactions between science and technology with society. The diversity of sources and processes of information search and selection will be analyzed. Activities of discussion in online forums and / or through simulation with roleplaying, constitute powerful methodological tools to achieve the goals set out. The flexibility of selecting subjects for discussion aims to address the personal interests of students, focusing on the role of the media in communicating science.

Assessment methodologies and evidences

Assessment is continuous and focuses on the processes and products of student work. The classification is obtained by the following relative weights: written assignments 40%; class activities 50%; individual participation 10%.

Assement and Attendance registers

Description Type Tempo (horas) End Date
Attendance (estimated)  Classes  0
  Total: 0

Bibliography

Blum, D., Knudson, M., & Henig, R. (2006). A field guide for science writers. Oxford.
Brake, M., & Weitkamp, E. (ed.) (2010). Introduction science communication: a practical guide. Palgrave Macmillan.
Buescu, J. (2007) O fim do mundo está próximo? Gradiva.
Buescu, J. (2011) Casamentos e outros desencontros. Gradiva.
Costa, A., Ávila, P. & Mateus, S. (2002). Públicos da Ciência em Portugal. Gradiva.
Crato, N. (2007). Passeio aleatório. Pela ciência do dia-a-dia. Gradiva.
Delicado, A., Rowland, J., Estevens, J., Truninger, M., Falanga, & Schmidt, L. (2020). Policy Brief CONCISE. Comunicação de ciência em Portugal: a perspetiva dos cidadãos. https://concise-h2020.eu/
Entradas, M., Junqueira, L., & Pinto, B. (2020). Portugal: The late bloom of (modern) science communication. In T. Gascoigne, B. Schiele, J. Leach, M. Riedlinger, B. Lewenstein, L. Massarani & P. Broks (Eds.), Communicating Science: A Global Perspective (pp. 693-714). Canberra, Australia: ANU Press, The Australian National University.
Fiolhais. C. (2011) A ciência em Portugal. Lisboa: Fundação Francisco Manuel dos Santos.
Granado, A., & Malheiros, J. (2001). Como falar com jornalistas sem ficar à beira de um ataque de nervos – guia para investigadores e profissionais de comunicação. Gradiva.
Granado, A., & Malheiros, J. (2015). Cultura científica em Portugal: Ferramentas para perceber o mundo e aprender a mudá-lo. Lisboa: Fundação Francisco dos Santos.
Kaku, M. (2011). A física do futuro. Como a ciência moldará o mundo nos próximos cem anos. Lisboa: Editora Bizâncio.
Paulos, J. (1997). As notícias e a matemática – Ou de como um matemático lê o jornal. Mem Martins: Publicações Europa-América.
Pereira, S. (2015). A matemática na imprensa portuguesa. Dissertação de doutoramento, Universidade do Porto. https://repositorio-aberto.up.pt/handle/10216/80086
National Academies of Sciences, Engineering, and Medicine (2017). Communicating Science Effectively: A Research Agenda. Washington, DC: The National Academies Press.
Steiner, G. (Org.) (2008). A ciência terá limites? Lisboa: Fundação Calouste Gulbenkian.
Pinker, S. (2018). O Iluminismo agora – em defesa da razão, ciência, humanismo e progresso. Barcarena: Editorial Presença.
Páginas online:
Casa das Ciências Wiki.
https://wikiciencias.casadasciencias.org/wiki/index.php/P%c3%a1gina_principal
EU Science HUB. https://ec.europa.eu/jrc/en
Portal da União Europeia. https://europa.eu/european-union/index_en
The Nobel Prize. https://www.nobelprize.org/
UNESCO Natural Sciences. http://www.unesco.org/new/en/natural-sciences/
Revistas (consulta através da b-on)
Public Understanding of Science. https://journals.sagepub.com/home/pus
Science Communication. https://journals.sagepub.com/home/scx
Journal of Science Communication. https://jcom.sissa.it/
Nature. http://www.nature.com/index.html
Science. https://www.science.org/
New Scientist. https://www.newscientist.com/
Scientific American. https://www.scientificamerican.com/

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Página gerada em: 2024-06-13 às 02:22:30