*)N.B. if there are students who do not speak Portuguese the language is English.
Qualitative deep knowledge of the Physics concepts to be taught and of the way they were developed; knowledge of different strategies for teaching and learning and capacity to use them complementary in school aiming at the efficacy of students' learning; capacity of associating physics models with day-by-day reality, implementing students' motivation and creating empathy towards learning; competence on assessing students learning results, using them to promote deeper, active and meaningful knowledge. Awareness towards the need of continous professional progress and the development of reflexive and group work capacities, aiming at curricular improvements potentiating students learning efficacy. Capacity to analyse, comment and addapt, eventual new curricular external demands.
1. Physics, Physics teaching and research on Physics Didactics. Characterization and problems on current ways of Physics teaching.
2. Epistemology and History of Science: Physics. The Nature of Science and the use of the History of Science for Physics teaching.
3. Theories and models of learning. Complementary modes of teaching: Physics teaching.
4. Assessment of students learning. Construtive perspective of evaluation of the learning efficacy of different teaching strategies. Formative assessment to promote meaningful students' learning.
5. Teaching in practice: problems and solutions. Reflexive activities and teachers' group work. Awareness towards action educational research.
6. Non-formal learning.
Didactics of Physics I and knowledge of Physics and associated competences, compulsory to be accepted on the Master (50 ECTS).
Generic skills to reach
. Competence in oral and written communication; . Competence to solve problems; . Critical thinking; . Competence in applying theoretical knowledge in practice; . Planning and managing; . Knowledge of a foreign language; . Using the internet as a communication medium and information source; . Competence for working in group; . Competence in autonomous learning; . Self-criticism and self-evaluation; (by decreasing order of importance)
Teaching hours per semester
total of teaching hours
Laboratory or field work
assessment implementation in 20142015 Assessment Laboratory work or Field work: 10.0% Planning curricular units; microteaching: 20.0% Resolution Problems: 30.0% Exam or Midterm exam: 40.0%
Bibliography of reference
Arends, R. Aprender a Ensinar. McGraw-Hill, 1995.
Arons, A. A guide to introductory physics teaching. John Wiley & Sons, N.Y., 1990.
de Almeida, M.J. Preparação de professores de Física - Uma contribuição científico-pedagógica e didática. Editora Almedina, Coimbra, 2004.
Driver, R., Guesne, E. and Teberghien, A. Children's ideas in science. Open University Press, Milton Keines, 1985.
Fernandes, D. Avaliação das Aprendizagens: Desafios às Teorias, Práticas e Políticas. Texto Editores, Lda, 2005.
Lopes, J.B. Aprender e Ensinar Física, Fundação Calouste Gulbenkian e Fundação para a Ciência e Tecnologia, 2004.
McDermott, L. Physics by Inquiry. Volume I and II. John Wiley & Sons, 1996.
Phillips, D.C. and Soltis, J.F. Perspectives on Learning. Teachers College Press, N.Y., 2009.
Skinner, D. Effective Teaching and Learning in Practice. Continuum International Publishing Group, London, 2010.
Walter, F.W. and Soltis, J.F. Curriculum and Aims. Teachers College Press, N.Y., 2009.
Theoretical presentation of contents, with teacher and students discussions about practical situations, to help students to extend their knowledge, inserting new cognitive acquisitions within previous ones, eventually submitted to corrections.
Classes PL to apply and deepen recently acquired knowledge. Classes PL where students act as teachers presenting a Physics module to their own colleagues, adequately explaining teaching options. Both roles of the student acting as a teacher and of the other students will be analyzed.
Sala equipada com computadores e ligação à internet. Laboratório didáctico