Didactics of Environment Studies
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Recommended Prior Knowledge
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Objectives
Understands the organizational structure and logic of approach to the Study of the Environment. Demonstrates scientific knowledge of content and didactic knowledge in approaching the themes proposed in the Environment Study curricular documents. Recognizes the need to make explicit, in the activities to be conceived, the dynamic nature of the sciences and the philosophical, psychological and social dimensions in the construction of scientific knowledge. Mobilizes and integrates knowledge, skills and attitudes and relevant values in the design and planning of activities for the teaching/learning of natural sciences and social sciences in the 1st cycle of basic education. Demonstrates autonomy and the ability to work collaboratively. Evaluates the pedagogical and didactic value of the activities that it develops and applies in teaching practice.
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Teaching Methods
Classes include theoretical exposition, discussion activities and practical activities on themes in the area of Environment Studies. According to the ESE pedagogical model, the following learning situations are planned: a) analysis of various texts and documents; b) preparation of summaries and comments in online forums; c) discussion of recent results of didactics research; d) analysis of concrete cases based on specialized literature; e) planning of practical activities aimed at 1st cycle students, with an emphasis on experimental investigations and socio-scientific controversies; f) presentation, discussion and self-evaluation of activities, with critical analysis of their educational potential. Feedback will be given at the different stages of group work, through tutorial monitoring and the project presentation. In order to create a common language between teachers and students about the requirements of the tasks and the criteria that underlie their evaluation, learning scripts will be used, in which the components/dimensions, quality criteria and relative performance descriptors are explained. to work, and the performance levels and corresponding quotes for each of the dimensions considered. The planned tutorial support refers to group support in carrying out the work and individual support.
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Internship(s)
Não
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Syllabus
1. Importance of education in sciences (natural and social) for citizenship and sustainable development: The role of exploring the near and distant environment in the development of knowledge, investigative skills, attitudes and values, from the perspective of appreciating the construction of science and of its importance in everyday life. 2. Curricular documents. 3. Development of teaching and learning perspectives on Environmental Studies: 3.1 Integrative approaches. 3.2Teaching and learning methods, strategies and activities in formal and non-formal education contexts. 3.3 Design of activities that promote critical intervention in the natural and social environment. 3.4 Teaching planning and practice: objectives, content (scientific and meta-scientific), learning strategies and teaching resources; assessment of teaching and learning: assessment forms and instruments. 4. Design and implementation of pedagogical-didactic projects for teaching Environmental Studies
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Content Explanation
This curricular unit seeks to identify and mobilize the potential of the Environmental Studies area as a broad educational context that blurs disciplinary boundaries and, therefore, facilitates the acquisition of knowledge and the development of fundamental skills, attitudes and values for the scientific, social and personal development of students. It is essential that future teachers reflect on the nature of their own experiences and ideas about the natural and social sciences, so that their pedagogical-didactic projects reflect the development of investigative skills and the exploration of unifying concepts (scientific and meta-scientific) in the organization of teaching and learning of natural and social sciences at this level of education. This is a condition for future teachers to be able to contribute effectively to the development of citizenship and social integration, with effects on the sustainable development of society.
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Methodology Explanation
The methodology adopted is student-centred. The diversity of work processes, highlighting the practical component, aims to give students the opportunity to build/plan learning sequences suitable for students in the 1st cycle of basic education, based on the theory that supports the Environmental Study approach perspectives. Furthermore, we seek to contribute to an adequate intervention of future teachers in teaching practice, supporting them in evaluating the teaching-learning process and reflecting on the educational potential of these practices.
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Responsible Lecturer(s)
Carlos José das Neves Moreira Cardoso da Cruz - 1.º Semester
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Bibliography
Afonso, M.M. (2008). A educação científica no 1º ciclo do Ensino Básico. Das teorias às práticas. Porto Editora. Gillies, R. (2020). Inquiry-based science education. CRC Press Mindes, G. & Newman, M. (2021). Social studies for young children: preschool and primary curriculum anchor. Rowman & Littlefield Education. Pacheco, J. (2003). Quando eu for grande quero ir à primavera e outras histórias. Profedições. Seefeldt, C., Castle, S. & Falconer, R. (2013). Social Studies for the Preschool/Primary Child. New York: Pearson. Vasconcelos, C. & Almeida, A. (2012). Aprendizagem baseada na resolução de problemas no Ensino das Ciências: Propostas de trabalho para as ciências naturais, biologia e geologia. Porto: Porto Editora. Vieira, R.M, Tenreiro-Vieira, C. & Martins, I. (2011) A educação em ciências com orientação CTS. Atividades para o ensino básico. Areal Editores.
Course details
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Code
02102871
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Teaching Mode
PRESENCIAL
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ECTS
4.0
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Duration
Semestrial
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Hours
12h Orientação Tutorial
10h Práticas e Laboratórios
8h Teóricas
10h Teórico-Práticas
8h Trabalho de Campo
Conteúdo atualizado em 21/03/2025 15:46
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2914-504 Setúbal, Portugal
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