Introduction to Education Sciences

Recommended Prerequisites

Not applicable.

Teaching Methods

The curricular unit “Introduction to Education Sciences” will be taught through theoretical and practical classes including lectures on different topics, class discussions, debates, and group project (by 3 or 4 students), which will be completed out of class during students’ autonomous study hours, with tutorial supervision.   

Learning Outcomes

At the end of the Curricular Unit, the student should be able to:

- Know the specific lexicon of Education and Educational Sciences.

- Identify the professional activity contexts of a pedagogue/specialist in education and training.

- Reflect on the current framework of the Educational Sciences and on current and future training opportunities in Educational Sciences/Education.

- Recognise the need for a transdisciplinary approach to educational problems, situations and phenomena.

- Develop a scientific attitude towards educational situations and phenomena.

- Identify the structural and dynamic elements of an educational situation.

- Plan an educational action concerning its phases, and structural and dynamic elements.   

Work Placement(s)

No

Syllabus

I. Introduction to Education and Education Sciences (ES):

1.Educação, a treasure to discover: from the etymology to the Four Pillars of Education (UNESCO)

2. The educational phenomenon: from the multidisciplinary approach to the transdisciplinary approach

3. The general and current framework of (ES): theory, research and practice

II. Principles and demands of the educational intervenction: from the activities to the projects

III. Characterization and design of educational situations: structural and dynamic elements of the educational intervention

IV. Educational planning and evaluation: basic concepts and their application

V. Educational intervention for the development of skills of the graduate in ES and for the promotion of good practices associated with learning in higher education

1. The model of skills development of Wetten and Cameron (2002)

2. Preparation of a proposal for an educational activity for the development of skills associated with learning in higher education. 

Assessment Methods

Assessment
Project: 50.0%
Mini Tests: 50.0%

Bibliography

Silva, C. R. (2020). Pesquisas sobre cultura nas ciências da educação. Curitiba: Editora Bagai. DOI: 10.37008/978-65-87204-89-5.03.12.20

- Devechi, Catia & Bisol, Benedetta. (2019). Ciências da educação: especificidade epistemológica, objetividade e prática pedagógica. Educação (UFSM). 44. 92. 10.5902/1984644438219.

- Delors, J. (2001). Educação um tesouro a descobrir: Relatório para a UNESCO da Comissão Internacional sobre a Educação para o século XXI. Edições ASA.

- Pinheiro, M. R (2012). Avaliação das boas práticas associadas à aprendizagem dos estudantes do ensino superior: Princípios, desafios e implicações para a prática pedagógica docente. In  C. Leite & M. Zabalza (Eds.), Ensino superior: Inovação e qualidade na docência (pp. 206-221). Edição: CIIE - Centro de Investigação e Intervenção Educativas. http://www.fpce.up.pt/ciie/cidu/publicacoes/livro_de_textos.pdf

- Ruiz, M. C. (2011). Qué es educación? La educación y sus rasgos característicos en la sociedad del conocimiento.