Environmental Studies

Ficha de unidade curricular - Ano letivo 2018/2019

Teaching language

Portuguese

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

- Understands and mobilizes science concepts in the field of Environmental Sciences
- Distinguishes common sense discourse from scientific discourse science about environmental issues and understands their relationships.
- Discusses human intervention on the environmente regarding the available scientific knowledge.
- Discusses the environmental dilemmas of our time and recognizes the existence of different perspectives.
- Identifies, collects and selects information from credible sources.
- Integrates ecological, ethical and aesthetic values in their discourses and practices.
- Identifies problems, weighing risks and benefits in decisions making.
- Plans and implements intervention projects according with education for sustainable development.

Syllabus

1. Contemporary environmental problems in relation with social and economical development
- Environmental balance and environmental threats
- Portuguese environment - natural and man-made patrimony
- Globalization and environmental problems
- Global and national environmental politics

2. Education for sustainable development
- Environmental sustainability and responsible citizenship
- Environmental education strategies and activities

Demonstration of the syllabus coherence with the UC intended learning outcomes

The themes and concepts approached allow the development of a broad view about the environment and
environmental problems in different levels and according to different perspectives, as well as educational practices that can contribute to a sustainable development.

Teaching methodologies

Learning process includes:
- Reading of texts and articles
- Cases studies analyses in a CTSA perspective
- Classroom discussions and debates about environmental controversies
- Seminars
- Practical activities including visits and field work
- Planning and executing intervention projects within a specific context

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

Teaching methodologies focus on students’ activities, emphasizing the discussion of current issues and actual topics, knowledge of our environment and the discussion about commitment and participation.
In spite of the introductory nature of this curricular unit, it is intended to allow for the identification and understanding of problems / intervention areas from the perspective of environmental education and a first contact with the design and implementation of activities appropriate to a children's public.

Assessment methodologies and evidences

The final assessment includes participation in and products developed during classe activities (20%), a written test (30%) and the group project work (50%).

Attendance system

In all classroom sessions compulsory attendance is 75%. In the tutorial sessions compulsory attendance is 90%.

Bibliography

Agência Portuguesa do Ambiente (s.d.). Obtido em setembro de 2017, de http://www.apambiente.pt/.
Almeida, M. (2006). Um planeta ameaçado. Lisboa. Esfera do Caos.
Barber, N. & Dewar, N. (2011). O ambiente. Lisboa: Gradiva.
Bettencourt, A. & Gomes, M. (2014). Nos trilhos dos Açores – Educação para a cidadania. Lisboa: Tinta da China.
Carrapeto, C. (2009). Educação ambiental. Lisboa: Universidade Aberta.
Comissão Europeia – Ambiente (s.d.). Obtido em setembro de 2017, de http://ec.europa.eu/environment/index_en.htm.
Garcia, R. (2006). Sobre a Terra – Um guia para quem lê e escreve sobre ambiente. Lisboa: Público.
Giordan, A. & Souchon, C. (2006). Uma educação para o ambiente. Lisboa: Instituto de Inovação Educacional/Instituto de Promoção Ambiental.
Gonçalves, F., Pereira, R., Azeiteiro, U., & Pereira, M. (2007). Atividades práticas em ciência e educação ambiental. Lisboa: Instituto Piaget.
Instituto da Conservação da Natureza e das Florestas (s.d.). Obtido em setembro de 2017, de http://www.icnf.pt/portal/icnf.
Nogueira, V. (2009). Introdução ao pensamento ecológico - Educação ambiental. Lisboa: Plátano Editora.
Revista Captar: Ciência e Ambiente para todos (Universidade de Aveiro) (s.d.). Obtido em setembro de 2017, de http://revistas.ua.pt/index.php/captar/index
Santos, F. (2007). Que futuro? Ciência, Tecnologia, Desenvolvimento e Ambiente. Lisboa: Gradiva.
Schmidt, L.; Guerra, J. e Nave, J. (2010). Educação ambiental. Balanço e perspetivas para uma agenda mais sustentável. Lisboa: Imprensa de Ciências Sociais.
Soromenho-Marques, V. (Coord.) (2010). O ambiente na encruzilhada por um futuro sustentável. Lisboa: Esfera do Caos Editores.
UNEP - United Nations Environmental Programme. (s.d.). Obtido em setembro de 2017, de http://www.unep.org/.
UNESCO – Teaching and learning for a sustainable future. (s.d.). Obtido em setembro de 2017, de http://www.unesco.org/education/tlsf/.
UNRIC – Centro Regional das Nações Unidas (s.d.). Obtido em setembro de 2017, de http://www.unric.org/pt/.
WCED (1991). O nosso futuro comum. Lisboa: Comissão Nacional para o Ambiente e Desenvolvimento/Meribérica/Liber.
Vaz, S. (2016). O ambiente em Portugal. Lisboa: Fundação Manuel dos Santos.

Revistas com acesso através da b-on: Biblioteca do conhecimento online
- Environmental Education Research
- Journal of Education for Sustainable Development
- The Journal of Environmental Education