Espistemology of Science Education

Recommended Prerequisites

Are not required.

Teaching Methods

Contact hours:

- Presentation, analysis of texts, images and video recordings;

- Carrying out individual and/or small group tasks.

Independent work of students (for consolidation and deepening)

- Preparation and/or continuation of the work presented on contact hours

Tutorial guidance (for diverse learning support)

- Support of the individual study, preparation and development of tasks.

Learning Outcomes

It is aimed that students seize the scientific way of thinking and acting as an anchor for their professional and research activity and for the reflective attitude that should be associated with them. Therefore, they should develop the following skills:

1. To know and understand the specificities of the scientific way of thinking and acting, and particularly specificities that concern the way of thinking and acting in the educational field;

2. To value the scientific way of thinking and acting, and particularly the way of thinking and acting in the educational field;

3. To examine issues that the scientific way of thinking and acting suggest, in order to issue consistent opinions, in particular, with emphasis on issues that arise in the educational field and on opinions already formed or to be formed;

4. To outline through an enlightened, responsible and critical manner, opportunities for intervention and research driven by the scientific way of thinking and acting.

Work Placement(s)

No

Syllabus

Introduction

Concept and object of Epistemology

Science and Science Education

 

1. A foray into scientific thinking and action

1.1. Origin and evolution of science

1.2. Meaning and assumptions of the scientific way of thinking and acting

1.3. Method(s) to think and act scientifically

1.4. Scientific attitude(s) and skill(s)

1.5. Relations between science and society

 

2. Epistemological statute of Education Sciences

2.1. Natural sciences "versus" social and human?

2.2. Paradigmatic reading of educational problems

2.3. The use and acceptance of common sense in Education

2.4. Education Sciences at the crossroads of several fundamental disciplines

 

3. Specificities of the scientific approach in education

3.1. In terms of educational research

3.2. In terms of educational intervention

 

Synthesis

Review of core concepts: Epistemology, Science and Science Education

The epistemological responsibility of the Specialist in Education.

Assessment Methods

Continuous evaluation
Frequency: 50.0%
Synthesis work: 50.0%

Final evaluation
Exam: 100.0%

Bibliography

Bachelard, G. (1971/1984). A epistemologia. Lisboa: Edições 70.

Barzun, J. (2003). Da alvorada à decadência. Lisboa: Gradiva.

Boavida, J., & Amado, J. (2006). Ciências da Educação: Epistemologia, identidade e perspectivas. IUC

Bronowski, J., & Mazlisch, B. (1960/1988). A tradição intelectual do ocidente. Lisboa: Edições 70.

Carvalho, A. (1996). Epistemologia das Ciências da Educação. Porto: Afrontamento.

Damião da Silva, M. H. (2013). Epistemologia das Ciências da Educação. Caderno. Coimbra: UC.

Fomosinho, M., Boavida, J. & Damião, M. H (2013). Educação, perspetivas e desafios. Coimbra: IUC

Kuhn, T. (1962/2009). A estrutura das revoluções científicas. Lisboa: Guerra e Paz.

Nagel, T. (1999). A última palavra. Lisboa: Gradiva.

O'Brien, D. (2013). Introdução à teoria do conhecimento. Lisboa: Gradiva

Popper, K. (1992) Em busca de um mundo melhor. Lisboa: Fragmentos.

Smart, B. (1993). A pós-modernidade. Lisboa: Europa-América.

Snow. P. C. (1965). As duas culturas. Lisboa: Europa-America.