Science, Technology and Society

Ficha de unidade curricular - Ano letivo 2021/2022

Teaching language

Portuguese

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

Develops a scientific attitude when analyzing real world.
Discusses scientific and technological environmental impacts and ways of minimizing environment problems.
Searches for and selects relevant information using diverse sources.
Develops questioning skills and critical thinking about STS issues.
Mobilizes scientific and technological knowledge in their tasks.
Analyzes the social impacts of S&T in the daily life.
Communicates findings, including ecological and ethical values in his/her speech.

Syllabus

Science, Technology and daily life:
-The nature of science and technology: how scientists work
-STS interrelationships: environmental issues; biomedical problems; “roads” of information and communication
Scientific Knowledge, origin and evolution
- The foundation of modern science
- Scientific crisis and controversies

Demonstration of the syllabus coherence with the UC intended learning outcomes

The course aims to discuss and analyze a multidimensional view of science. So, the themes and contents illustrate the dynamic character of scientific knowledge construction with some sound examples of the process and instruments use during scientific investigations. Content management is done allowing the development of inquiry skills and critical information and communication) encouraging autonomous learning and the development of critical thinking skills to respond to daily life citizens problems.

Teaching methodologies

Teaching methodologies include theoretical expositions, development of practical activities on current issues related to the subjects listed in the syllabus and participation in seminars with experts to develop relevant issues according to students’ interest. Learning situations: a) Reading and comprehension of various texts and documents; b) Production of comments in online forums; c) Discussion activities d) Analysis ofcases of CTSA interactions; e) Seminars for critical analysis of scientific controversies f) Collecting, sorting and analyzing data and information; g) Simulations with role playing.

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

Teaching methodologies focus on student activity, taking into account their education for scientific literacy, seen not only as the appropriation of basic scientific concepts but also the acquisition of tools for critical analysis of the reality that facilitate citizen action. The focus is the realization of practical activities and the approach and discussion of socioscientific issues that provides evidence of the social construction of scientific and technological knowledge. The diversity of theoretical sources and research processes, as well as discussion topics in online forums and / or through simulation with roleplay, are powerful methodological tools to achieve the objectives stated above.

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: 40% individual test, group work 40%, and 20% for individual participation.

Attendance system

In all practical sessions, the desirable attendance is 75%. In the tutorial orientation sessions compulsory attendance is 90%.

Bibliography

Allègre, C (2005). Um pouco de Ciência para todos. Lisboa: Gradiva
Bryson, B. (2004). Breve história de quase tudo. Lisboa: Quetzal Editores.
Bryson, B. (2019). O corpo: um guia para ocupantes. Lisboa: Bertrand Editora.
Calado, J. (2014). Limites da ciência. Lisboa: Fundação Francisco Manuel dos Santos.
Campbell, N., & Reece, J. (2008). Biology (8.ª ed.). San Francisco: Pearson/ Benjamin Cummings.
Coutinho, A. (2005). Ora então, vamos à vida! In Lago, T. et al. Despertar para a Ciência. As Conferências de 2003. Lisboa: Gradiva.
Fiolhais, C., & Marçal, D. (2012). Pipocas com telemóvel e outras histórias de falsa ciência. Lisboa: Gradiva.
Fiolhais, C., & Marçal, D. (2020). Apanhados pelo Vírus - Factos e Mitos Acerca da Covid-19. Lisboa: Gradiva.
Santos, F. D. (2007). Que futuro? Ciência, tecnologia, desenvolvimento e ambiente. Lisboa: Gradiva.
Xavier, J. (2014). Experiência Antárctica: Relatos de um cientista polar português. Lisboa: Gradiva.

http://scientificamericam.com – revista online Scientific American
http://nasa.gov – sítio da NASA
https://europa.eu/european-union/topics_pt - portal da União Europeia