Didactics of Biology and Geology

Code: PED15848M

12 ECTS

Duration: 15 weeks/312 hours

Scientific Area: Education Sciences

Teaching languages: Portuguese

Languages of tutoring support: Portuguese

Regime de Frequência: Presencial

Sustainable Development Goals

Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.

Learning Goals

1. Understand the main strengths of teaching and learning in Biology and Geology.
2. Analyze epistemological frameworks for the construction of scientific knowledge and its implications.
3.Know the guiding principles of bioethics and geoethics.
4. Recognize the importance of learning Biology and Geology to improve the quality of life in societies.
5. Analyze the exit profile of students leaving compulsory schooling and essential learning from an intercommunication perspective.
6. Understand the main strengths of teaching and learning Biology and Geology.
7. Elaborate didactic plans and respective curricular materials, duly based on bibliographic data;
8. Understand the role of non-formal learning.
9. Apply theoretical knowledge in the teaching area and other transversal areas with a view to future teaching practice.

1 Conceptions of the nature of science and its relationships with technology, society, environment, mathematics, and art
2 Science, Biology, and Geology Education
3 Didactis and History of science: major debates
4 Bioethics and geoethics
5 Epistemological and pedagogical-didactic principles guiding the teaching of Biology and Geology
6 Knowledge construction and reflective thinking
7 Cognition and the teaching of Biology and Geology
8 The curriculum of experimental sciences: scientific literacy and didactic models
9 Structure and planning of the didactic process
10 Science teaching practice: classroom dynamics; curricular unit planning; practical work; problem-solving; analysis of textbooks; development of curricular materials; assessment of learning
11 Competencies, skills, objectives: intercommunicational analysis of curricular documents
12 Cross-disciplinary areas and didactics: environmental education, health education, sustainable development, special education

Teaching Methods

Student-centered teaching. Reflective, dialogical, and cooperative practices are prioritized, based on the confrontation between students' perceptions and representations of teaching and learning, framed within a vision of education as a space for the formation of consciousness. Emphasis is placed on simulation activities: IBL, Project and Problem-Based Learning (PBL), and TBL. Development of soft skills: critical and creative thinking, time management, motivation, flexibility, ability to adapt to a multicultural environment, teamwork, positivity, and problem-solving. Various types of practical laboratory and fieldwork are used. Development of didactic planning. Capitalization of the teacher?s scientific production for classroom analysis. Small-scale student research with publication-quality potential. Use of digital tools to promote learning, communication, and flexibility. Assessment is approached in a self-regulatory manner.

Assessment

Formative assessment is conducted through observations, brief questionnaires, self-assessment, and diagnostic activities that identify students' difficulties and progress. The teacher uses the results to adapt their approach, providing continuous feedback (descriptive, corrective, motivational, guiding, and reflective) and encouraging students' active participation in their own learning. Continuous and final assessment: co-assessment of individual performance in classroom and/or group work contexts outside the classroom. a) completion of a group didactic planning with the corresponding educational resources (30%); b) written test (20%); c) Preparation of a literature review article (30%); d) portfolio of practical laboratory and fieldwork completed (20%).