Didactics of Chemistry II

Recommended Prerequisites

General training in chemistry at the 1st cycle level corresponding to the ECTS established as prerequisites for this course, Didactics of Chemistry I and School Organization and Classroom Management.

Teaching Methods

Active methodologies in theoretical and practical theoretical approaches are privileged. Autonomous research work is encouraged, plus the respective presentation and discussion. Activities are promoted that allow the analysis and discussion curricular guidelines and school textbooks of chemistry, the construction of teaching resources, the design and planning didactic proposals and the respective instruments and assessment processes. The design of experimental activities guided by green chemistry principles is encouraged. Competency monitoring activities are developed:self and hetero-assessement.

Learning Outcomes

It is intended that students develop skills that allow them to:

- Critically analyze the official documents that organize education in chemistry and school textbooks for Basic and Secondary Education (EBS), from an epistemological and didactic perspective;

- Design, implement and monitor innovative didactic sequences in conjunction with research results in education;

- Interpret green chemistry principles and relate them to environmental sustainability, safety and waste management in school laboratories;

- Design and present concise, organized and clear lesson plans, didactic sequences and other developed materials;

- Possess, from a research/action perspective, attitudes that allow them to continue their professional activity as reflective subjects.

Work Placement(s)

No

Syllabus

Means and resources in the teaching of chemistry;analogies and models, information and communication technologies, waste management in the chemistry laboratory, principles of green chemistry, criteria for the selection or design of strategic teaching actions for meaningful learning, activities and tools for students to (re)construct knowledge, creating cognitive conflict, predict-observe-explain, concept maps, Gowin's V. Concept and curriculum development in the teaching of chemistry; The curriculum of chemistry: analysis of the official documents in force in EBS (vertical and horizontal articulation).Instruments of autonomy and curriculum management.Essential learning, skills and types of assessment-the relevance of formative assessment for the inclusion of students.Planning as a support of teaching practice. Design of didactic sequences and lesson plans: guiding principles.Research methodology/action applied to the teaching and learning process-the reflective teacher.

Head Lecturer(s)

Maria da Conceição Ferreira de Figueiredo e Costa

Assessment Methods

Continuous assessment
Resolution Problems: 30.0%
Frequency: 30.0%
Synthesis work: 40.0%

Final assessment
Exam: 30.0%
Resolution Problems: 30.0%
Synthesis work: 40.0%

Bibliography

A indicada na Didática da Química I e:

Hartman, H., J. (2015). Como Ser um Professor Reflexivo em Todas as Áreas do Conhecimento. São Paulo: Editora McGraw Hill.

García-Martínez, J., & Serrano-Torregrosa, E. (Eds.) (2015). Chemistry Education: Best Practices, Opportunities and Trends. Weinheim: Wiley-VCH publisher.

Keith, S. (2019). Taber Foundations for Teaching Chemistry: Chemical Knowledge for Teach. Rotterdam: Taylor & Francis publisher.

Documentos organizadores do currículo de química:

DGE (2019). Aprendizagens essenciais de Física

Despacho n.º 5907/2017. Diário da República, 2ª Série, n.º 128, de 5 de julho [homologa o Projeto de Autonomia e Flexibilidade Curricular].

Decreto-Lei n.º 54/2018. Diário da República, Série I, n.º 129/2018, de 6 de julho [Estabelece o regime jurídico da educação inclusiva].

Lei n.º 46/86. Diário da República, 1ª Série, n.º 237, de 14 de outubro [Lei de bases do Sistema Educativo].

A bibliografia específica é fornecida em cada aula.