Teaching Methodologies
1. Exploration of thematic content and problematic situations, in a STS perspective; 2. analysis, interpretation and discussion of documents, in groups, fostering reflection, sharing and encouraging critical attitudes (20%); 3. conceptual development of selected topics of natural sciences, by students, given the curricular framework specific to each grade level with individual design and execution of experimental activities for children between 3-6, 7-10 and the 11-12; 4. application of research results, the issues inherent in the development of the topic and its implementation in the preparation of written individual and group (40%) with a view to communication and debate (40%). In the evaluation aspects as structure and organization of information, appropriateness to the objectives of the work, language, quality of scientific information are valued, as well as the critical reflection. Exam – written (100%). The OT is planned for individual and group support.
Learning Results
Reveal interest for Science and Education in Natural Sciences.
Questioning, researching, and solving problems raised by issues of everyday life.
Develop skills for the construction of knowledge and learning of Natural Science.
Take a critical view of the models ‘traditional’ teaching and learning.
Develop skills in research and innovation in Natural Science.
Develop skills in action on experimental science in formal contexts – Kindergarten / 1st CEB / 2nd CEB, non formal and informal contexts.
Establish inter-relationships Science / Technology / Society and Development.
Reflect on the being and act as professional of education.
Program
1. The SCIENCE
• Paragimatic Evolution of the Science
• Epistemology and scientific knowledge.
• Sociological aspects of scientific activity
2. THE EDUCATION OF NATURAL SCIENCES IN KINDERGARTEN, 1ST AND 2nd CEB
2.1. Teaching and learning Natural Sciences
• Construction and concept learning: the role of conceptions of children and education professionals
• Attitudes toward the Natural Sciences.
• Learning Natural Sciences in formal and informal contexts
• Interaction Science – Technology – Society – Development.
• Problem solving
• Practical work, laboratory work and experimental work
• Research as a contribution to the analysis and improvement of educational practices.
2.2. CURRICULUM AND ORGANIZATION OF THE CLASSROOM
• Placement curriculum
• Textbooks and other teaching resources
• Organization of space and time in room activities / classroom.
Grading Methods
- - Exam - 100.0%
- - Individual and/or Group Work - 40.0%
- - Document's presentation and discussion - 40.0%
- - Attendance and Participation - 20.0%
Internship(s)
NAO
Bibliography
Allen, M. (2019). Misconceptions in primary science. Open Univ Press
Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (2009).Learning Science in Informal Environments. National Academy Press
Cianca, S. (2020). Teaching elementary STEM education. Unpacking Syandards and implementing practice-based pedagogy. Routledge
Harlen, W. (ed.) (2006). ASE Guide to Primary Science Education. ASE
Herrán Gascón, A., & Paredes Labra, J. (coord.) (2008). Didáctica General: la práctica de la enseñanza en educación infantil, primaria y secundaria. McGraw-Hill
Howe, A., Davies, D., McMahon, K., Towler, L., & Scott, T. (2005). Science 5-11: a guide for teachers.David Fulton Publishers
Pujol, R. M. (2007). Didáctica de las Ciencias en la Educación primaria. Editorial Sintesis
Roden, J., & Ward, H. (2005). What is Science?. Em H. Ward et al, Teaching science in the primary classroom – A practical guide, pp. 1-14. Paul Chapman Publishing