Didactics of Geosciences 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. The inquiry activities result in oral and written communications of the individual and group work.

Learning Outcomes

The aim of this curricular unit is to provide students with the competencies needed to teach the syllabus of Geosciences in Basic and Secondary Education.

The students should:

1. Understand the concepts under the contents of Geosciences;

2. Know how to apply the knowledge in Geosciences in the teaching and learning of specific syllabus;

3. Know how to plan a teaching unit, built didactic materials and assessment tools;

4. Know how to use the appropriate means of communication in different environments, in school or other contexts;

5. Have the skills to independently define problems/questions and carry out a search in the context of the Didactics of Geosciences;

6. Know the principles related with ethics in the school environment

Work Placement(s)

No

Syllabus

Theoretical

Introduction to Didactics of Geosciences.

History in the Geosciences education.

Interdisciplinary in Geosciences education.

Language teaching: accuracy and precision in scientific language.

Portfolios in the initial training of teachers.

Models for the teaching and learning of Geosciences.

Geosciences contents in Science, Technology, Society and Environment education.

Geology, Sustainable society and Environmental education.

Curriculum guidelines of the Natural Sciences of the 3rd cycle of Basic Education (BE).

Assessment in the teaching and learning of Geosciences.

Theoretical-Practical

Student and teacher textbooks: analysis, evaluation and use.

Planning of teaching units, building didactic materials and instruments for the Geology programmatic contents of the 3rd cycle of BE.

Oral/written communications of topics of Geosciences of the 3rd cycle of BE.

Role of the school in the moral, values and ethical compromise development: analysis and discussion of real cases

Head Lecturer(s)

Gina Maria Pereira Correia

Assessment Methods

Assessement
Resolution Problems: 20.0%
Portfolio: 20.0%
oral presentations.The discussion of the written work can be done during the exam periods.: 30.0%
Synthesis work: 30.0%

Bibliography

Arenilla, Gossot, Rolland, Roussel 2013. Dicionário de pedagogia. Lisboa: Instituto PIAGET.

Cachapuz, Praia, Jorge 2002. Ciência, Educação em Ciência e Ensino das Ciências. Lisboa: Ministério da Educação.

Coelho, Campos 2003. Como abordar o portfólio na sala de aula. Porto: Areal editores.

Galvão, Reis, Freire, Oliveira 2006. Avaliação de competências em Ciências: Sugestões para professores do ensino básico e do ensino secundário. Lisboa: ASA.

Grotzinger, Jordan 2010. Understanding Earth. New York:Freeman & Company.

Tarbuck, Lutgens, Tasa 2013. Earth: An introduction to physical Geology. New Jersey, USA: Prentice Hall.

Morais, Neves, Jorge 2014. Currículos, manuais escolares e práticas pedagógicas. Estudo de processos de estabilidade e mudança no sistema educativo. Lisboa: Edições Sílabo, Lda.

Livros e revistas científicas da especialidade de caráter metodológico e didático/Textbooks and methodological and didactic journal