Building Teaching and Learning of History

Recommended Prerequisites

Not applicable.

Teaching Methods

1 - Didactics, History Education and History of education. Fundamental orientations and field of intervention.
2 - The discipline for the 3rd cycle of basic education and upper secondary. Programs, curriculum goals and its management.
3- Programming and planning. Concepts, purposes and types. Performing lesson plans.
4- The classroom as a context for communication. Problems and strategies for interaction. The main features of educational communication.
5- Teaching resources. The role of a written document in the History class (historical sources, historiographical texts, literary texts), audiovisual documents (pictures, movies, documentaries, etc.), applications for mobile devices, podcasts and videocasts, games.
6- Some work methodologies in the classroom. From curricular purposes to the classroom reality.
7 - Evaluation in the discipline of History. Modalities, objectives and instruments
8- Teaching, learning and assessing in digital environments.

Learning Outcomes

This course is structured according to a teaching practical approach: "learning by doing". Thus, at the end of the course students must:
1 - be able to problematize History teaching and its learning contexts at current school, especially at the 3rd cycle of basic education and high school.
2 - have a thorough knowledge of the discipline programs and curriculum goals and be aware of the need for its management, which must always be adapted to the students different profiles and to the school contexts.
3 - acquired skills for planning and develp learning experiences with diversified resources and methods, with a special attention to learning technologies.
4 - contact with assessment practices and the means appropriate to the discipline and to each cycle of studies.

Work Placement(s)

No

Syllabus

1 - Didactics, History Education and History of education. Fundamental orientations and field of intervention.
2 - The discipline for the 3rd cycle of basic education and upper secondary. Programs, curriculum goals and its management.
3- Programming and planning. Concepts, purposes and types. Performing lesson plans.
4- The classroom as a context for communication. Problems and strategies for interaction. The main features of educational communication.
5- Teaching resources. The role of a written document in the History class (historical sources, historiographical texts, literary texts), audiovisual documents (pictures, movies, documentaries, etc.), applications for mobile devices, podcasts and videocasts, games.
6- Some work methodologies in the classroom. From curricular purposes to the classroom reality.
7 - Evaluation in the discipline of History. Modalities, objectives and instruments
8- Teaching, learning and assessing in digital environments.

Head Lecturer(s)

Ana Isabel Sacramento Sampaio Ribeiro

Assessment Methods

Assessment
Cont. ass.: criteria: attendance, a written test, participation in classes, pratical oral and write: 100.0%

Bibliography

BARCA, I. (2000). O pensamento histórico dos jovens. Braga: Universidade do Minho
DAMIÃO, H. (1996). Pré, inter e pós acção: planificação e avaliação pedagógica. Coimbra: Minerva
LEE, P. (2001). Progressão da compreensão dos alunos em História, In BARCA, I. (org.) Perspectivas em educação histórica. Actas das Primeiras Jornadas Internacionais de Educação Histórica, Braga: CEEP – Universidade do Minho, 13-27
MONTEIRO, J. A. (1997). Imaginação e Criatividade no Ensino da História. O Texto Literário como Documento Didáctico. Lisboa: APH
GAGO, M. (2018). Consciência histórica e narrativa na aula de História: conceções de professores. Porto: Afrontamento: CITCEM.
PROENÇA, Maria Cândida (1990), Ensinar/aprender história. Questões de didáctica aplicada. Lisboa: Livros Horizonte,
ZABALZA, M. (2002). Planificação e desenvolvimento curricular. Porto: Asa.