Science, Technology, Health and Environment

Base Knowledge

Students should have a general and transversal knowledge base and competences that promote the understanding and construction of knowledge and the development of new competences in the areas of the curricular unit.

Teaching Methodologies

In theoretical-practical sessions, expository methods are used in conjunction with the analysis of bibliographic materials, followed by guided discussion, of which result elements of evaluation, according to the individual / or group participation.
Documentary research, data collection and its analysis is encouraged in order to enable the student to be an active element in the learning process.
This working context results in a written record and oral defense, which are set as assessment elements.
In the continuous evaluation regime, the following items are considered:
A) Performance in classroom, participation and development of requested works;
B) Elaboration and presentation of works (considering the established criteria, scientific accuracy).
The exam evaluation (100%) will be done through written and oral test (if the classification is 8 or 9).

Learning Results

Recognize the implications that science and technology have, concerning health, environment and quality of life;
Understand and establish relationships between Science – Technology – Society – Environment;
Identify scientific issues underlying political and economic decisions of global, regional, national and local scope.
To question, research and solve problems arising from issues of everyday life;
To argue based on scientific evidence.

Program

Four thematic areas are developed: Earth, planet with life; Global environmental issues and sustainability, challenges of science and technology in the field of health and bioethics; Challenges of science and technology in the field of environment, social, economic and political implications.
Since this is a Course Unit included in a Tranversal and General Section, the specific issues under consideration are subject to a selection that allows its adaptation to the training needs of each student according to the degree they attend. In this process the student is also involved. Each issue under consideration must always be part of the general themes set for the Course Unit.

Curricular Unit Teachers

Grading Methods

Exam
  • - exam - 100.0%
Continuing Evaluation
  • - Work and/or test - 100.0%

Internship(s)

NAO

Bibliography

Nicolau Santos,M.J. (coord.), Almeida e Silva, J.L.; Sampaio, J.J., Lopes Henriques, P. e Eusébio, C.. (2005). Desenvolvimento Sustentável e Responsabilidade Empresarial. Celta Editora.

Rodrigues, V.J. (2009). Desenvolvimento sustentável: uma introdução crítica. Parede: Principia Editora.

Loureiro, I., & Miranda, N. (2010). Promover a Saúde. Dos Fundamentos à acçâo. Coimbra: Edições Almedina.

Magalhães, P. (2007). O Condomínio da Terra: das alterações climáticas a uma nova concepção jurídica do Planeta. Coimbra: Almedina.

Pereira, H.M., Domingos, T., Vicente, L. & Proença, V. (2009). Ecossistemas e Bem-Estar Humano. Avaliação para Portugal do Millenium Ecosystem Assessment.Lisboa: Escolar Editora

Al Gore (2009). A nossa escolha. um plano para resolver a crise climática. Lisboa: Esfera do Caos.

Santos, F.D. e Miranda, P. (eds) (2006).Alterações climáticas em Portugal: cenários, impactes e medidas de adaptação. Projeto SIAM II. Lisboa: Gradiva.