It is intended that the students: - Show competencies to acknowledge environmental, economic, social, ethical and cultural dimensions involved in sustainable development (SD) and to assess the role and importance of competencies in several domains, including chemistry, to understand problems and concerns of SD, at various levels, from local to global, as well as proposals to solve or mitigate them; - Know themes of the 3rd Cycle of Basic Teaching and of Secondary Teaching (3rd CBT & ST), various teaching and learning strategies, training needs in chemistry of 3rd CBT & ST students in perspectives of civic citizenship inclusive school; - Identify and delineate various teaching and learning strategies; - Are aware of the need for continuous professional development and in several domains; - Are able to reflect on the individual performance and assess it, as well as to reflect on their peers´ performances and assess them.?????
Aims of chemical education. Science-technology-society interrelationships and chemical education for sustainability: environmental, economic, social, ethical and cultural dimensions. Nature of sciences and teaching methodologies. Learning theories, alternative conceptions and conceptual change. Characterisation of alternative conceptions; examples in chemistry. Chemistry teaching for conceptual change. Teaching models, techniques and strategies applied to chemistry. Concept maps and V of knowledge (or Gowin V). Problem solving and Problem Based Learning (PBL). Problems and exercises in chemistry teaching. Problem solving and research in chemical education within the framework of the Education System Basic Law and of the national strategy for development: environmental, social, ethical and cultural dimensions. PBL oriented teaching. Laboratory activities in curricular chemistry and their roles in PBL oriented teaching.?????
General training in chemistry at the 1st cycle level corresponding to the ECTS established as prerequisites for this course
Generic skills to reach
. Competence in organization and planning; . Knowledge of a foreign language; . Using the internet as a communication medium and information source; . Competence to communicate with people who are not experts in the field; . Competence in applying theoretical knowledge in practice; . Computer Skills for the scope of the study; . Competence for working in group; . Critical thinking; . Adaptability to new situations; . Self-criticism and self-evaluation; (by decreasing order of importance)
Teaching hours per semester
total of teaching hours
Synthesis work thesis
Bibliography of reference
Caamaño, A. (Coord.) (2011). Didáctica de la Física y la Química. Barcelona: Editorial Graó. Cachapuz, A., Praia, J. & Jorge, M. (2002). Ciência, educação em ciência e ensino das ciências. Lisboa: IIE, Ministério da Educação. Driver, R. et al. (1994). Making sense of secondary science. Londres: Routledge. Mintzes, J. J. et al. (2000). Ensinando ciência para a compreensão: uma visão construtivista. Lisboa: Plátano Edições Técnicas. Perales-Palacios, F. & Cañal de Léon, P. (2000). Didáctica de las ciencias experimentales: Teoria y práctica de la enseñanza de las ciencias. Alcoy: Editorial Marfil. Pinto-Ferreira, C. et al. (2007). PISA 2006 ? Competências Científicas dos Alunos Portugueses. Lisboa: GAVE. UNESCO (2005). Década da Educação das Nações Unidas para um Desenvolvimento Sustentável, 2005-2014: documento final do esquema internacional de implementação. Brasília: UNESCO. Currículos dos Ensinos Básico e Secundário.?????
Theoretical and practical approaches are used to stimulate students to structure and deepen knowledge, elaborate synthesis, present them, discuss them and undertake self and hetero assessments. Students are provided with guidance to undertake activities in and out of classes. The teaching methods focus on several aspects of syllabuses and aim at providing students with opportunities to live some of them. Various learning activities that students undertake throughout the semester are assessed and marked, stimulating them to get involved in the suggested activities.?????