Didactics of Biology I

Recommended Prerequisites

Without prerequisites.

Teaching Methods

The teaching will be by transmission, inquiry and problem solving in order to have an active participation of the students in the teaching and learning processes. All the lectures are designed to promote the critical analysis, creativity and concern with scientific rigour and quality of the oral and written communications. The assessment will be based on the activities performed during the lectures and in the work developed by the students outside of the classroom.

Learning Outcomes

The students should consolidate/deep and apply the knowledge on Biology, built in the 1st study cycle, and make critical reflections on the teaching and learning processes. The students should develop competences for the lecturing of the Biology syllabus of the 3rd cycle of Basic Education.

The students should:

1. Understand the importance of the Didactics of Biology in the innovation of teaching practices related with the Biology teaching and learning;

2. Know the Biology subjects, to be taught in the 3rd cycle of the Basic Education, and teaching and learning strategies;

3. Have the skills to analyse the interaction among the scientific contents, teaching methods, teaching materials and assessment processes;

4. Have the analysis and synthesis skills;

5. Have oral and written skills and perform individual and group work;

6. Develop critical thinking and self learning skills;

7. Be aware of the ethical and civic dimensions of the teaching activity.

Work Placement(s)

No

Syllabus

Didactics of Biology,Biology education and implications on teaching practices.Epistemology,History of Science and interdisciplinary in Biology.
Models,methodologies and strategies in the teaching and learning.Information and communication technologies-IMT.Assessment:principles,types,self/hetero–evaluation.Relationship between objectives and assessment.Syllabus of Biology in the 3rd cycle of Basic Education(BE):scientific contents,strategies,didactic materials and instruments.Biology, Sustainable society and Environmental education.
Autonomy,ethics,moral and professional deontology.Problem-solving and learning in Science,Technology,Society and Environment.Search and selection of scientific papers on Biology Education:analysis,discussion,including ethical and civic components,oral and written communications.Analysis of the textbooks of the 3rd cycle of BE.Selection,oral and written communications of a topic,elaboration of an evaluation test and answers proposal.

Head Lecturer(s)

Aurora da Conceição Coelho Moreira

Assessment Methods

Assessement
Self- and hetero-evaluation: 5.0%
Participation and attendance in the activities.The discussion of the written work can be done during the exam periods.: 15.0%
Resolution Problems: 20.0%
Oral presentations: 30.0%
Synthesis work: 30.0%

Bibliography

Cachapuz et al. 2002. Ciência, Educação em Ciência e Ensino das Ciências. Lisboa:Ministério da Educação

Fontes, da Silva 2004. Uma nova forma de aprender ciências: A educação em ciência/tecnologia/sociedade (CTS). Porto: Asa Editores

Galvão et al. 2006. Avaliação de competências em Ciências: Sugestões para professores do ensino básico e do ensino secundário. Lisboa:ASA

Gilbert 2004. Science Education. New York: Routledge Falmer

Oliveira 2013. Ética em Investigação Científica. Lisboa:Lidel

Osborne, Dillon 2010. Good practice in science teaching: what research has to say. London:Open University Press.

Purvues et al. 2013. Ecosystems: time to model all life on Earth. Nature, 493, 295–297

Reece et al. 2013. Campbell Biology: Concepts & connections. San Francisco:Benjamin Cummings

Santos 2007. Que futuro: ciência, tecnologia, desenvolvimento e ambiente. Lisboa:Gradiva

Livros e revistas científicas de carácter metodológico e didático/Textbooks and methodological and didactic journals