Teaching of Environmental Studies

Not Applicable

In this course classes will be taught by a teacher of Social Sciences and another of Natural Sciences. In addition to promoting and integrating the analysis, debate, research and theme reflection of Environmental Study the monitoring of individual and group work project for children from 6 to 10 will take place. In order to enable the knowledge of integrated projects to be acquired in a real-life context, using innovative dynamics, seminars will be held by experts in education.
Continuous/periodic assessment takes into account both the individual performance of the students, including their attendance, motivation, participation and critical reflection (20%), or the preparation of documents (40%) to be presented and discussed in class (40%). Evaluation by exam (100%) will be made through written and oral test (only if the classification 8 or 9 points).

Analyze the framework of the Environmental Studies curriculum in the Primary School.
Deepening skills that promote the construction of integrated knowledge concerning Natural Sciences and Social Sciences;
Recognizing the importance of the need to support educational practices;
Integrating problem solving, project development and research activities in educational practices.
Designing projects in Environmental Study aimed at children from 6 to 10, mobilizing knowledge and skills of History, Geography and Natural Sciences through methodologies that emphasize learning and enable children to play an active role in the building up of their knowledge.

1. The curriculum of the 1st CEB, the area of Environmental Studies and national and international reference documents.
2. The Environmental Studies: i) location in space and time, ii) knowledge of the natural and social environment, and iii) dynamic interrelationships of natural and social.
3. The Work Project in the Primary School: articulation of knowledge and practice in the area of Environmental Studies.

• - Exam - 100.0%

• - Attendance and Participation - 20.0%
• - Document's presentation and discussion - 40.0%
• - Documents elaboration - 40.0%

NAO

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Cooper, H. (2019). Didáctica de la historia en la Educación Infantil y Primária. 2ª Ed. Ediciones Morata
Cosme, A. (Coord.) (2020). Avaliação das Aprendizagens – Propostas e Estratégias de Ação. Porto Editora.
Diemer, A.; Marquat, C. (Dir.) (2016). Educação para o desenvolvimento sustentável. Desafios e controvérsias. Instituto Piaget
Domínguez Castillo, J. (2015). Pensamiento histórico y evaluación de competências. Editorial Graó.
Galvão. C. et al. (2006). Avaliação de competências em Ciências – Sugestões para professores dos Ensinos Básico e Secundário. Asa Editores.
Pozuelos Estrada, F. (2007). Trabajo por Proyectos en el aula: Descrípcíon, investigación y experíencias.Publicacions del M.C.E.P.
Roldão, M. C. (2009). Estratégias de Ensino. O Saber e o Agir do Professor. Fundação Manuel Leão.
Scoffham, S. (Ed.) (2013). Teaching Geography Creatively. Routledge