Seminário Interdisciplinar I

Learning objectives
Understanding the problematization of educational action in the development of educational communities Know educational projets promoters of success in Mathematics and Science Reflecting on methodologies of pedagogical differentiation in the 1st and 2nd cycles of primary education Analyze experimental pratices on teaching Sciences Knowing research projects centered on interdisciplinary practices Discuss issues of research in mathematics and science education Predicting the impact of the implementation of educational intervention strategies for school success Develop abilities for the production of scientific and/or technological communication Building a systemic and diverse view of current issues in science and technology Understanding the impact of science and technology in society

Syllabus
Mathematical and scientific competence - fundamentals and curricular perspectives Pedagogical differentiation and academic achievements Learning of Natural Sciences and the potential of experimental teaching Effective practices for the learning of mathematics and science Interdisciplinary practices in students´s integral education Theories and principles of communication in science Ethics and culture of scientific research and publication

Teaching methodologies (including evalution)

The UC is divided into theoretical and practical classes, seminars by experts on topics of intervention and educational research, fieldwork and tutorial guidance, as a whole, intended to introduce active work methods and based on observation, reflection and discussion provided by group work, discussion and document analysis, as well as problem solving, emerging from student´s contact with real contexts of intervention/research /scientific intervention and dissemination (conferences, exhibitions or media, for example). Assessment: individual portfolio (100%) The progression of student learning will be monitored through the elaboration of an individual portfolio, to which will be transferred on a continuous basis: (i) the results of analysis and critical thinking, emerging from successive, diversified and complementary learning experiences (60%) ; (Ii) products resulting from its socio-educational intervention proposals (40%).

Essential Bibliography (including ISBN)

Gonçalves, D. & Quinta e Costa, M. (2015). Promoção de uma Postura Científica na Formação de Professores: estudo exploratório com futuros professores do 1o Ciclo do Ensino Básico. Revista de Estúdios e Investigation en Psicología y Educación. Vol. Extr., núm. 06 (2015) pp.234-237. eISSN: 2386 7418 Lopes, J.,Cravino,J..&Silva,.A.(2010).Effective Teaching for intended Learning Outcomes in Science and Technology. New York:Nova Science Publishers. ISBN 978-1-60876-958-2 Nogueira,I.C. & Gonçalves,D.(2014).A transdisciplinaridade como meio potenciador de reconhecimento de sentido(s):uma experiência formativa profissionalizante com futuros professores de 1º e de 2º ciclo do Ensino Básico.Tendencias Pedagógicas,23,143-154. Pacheco, J.A.(2011).Discursos e lugares das competencias em contextos de educacao e formacao.Porto:Porto Editora.ISBN978-972-0-34961-3 Sá-Chaves, I.(Coord)(2014).Educar,Investigar e Formar-Novos Saberes.Aveiro:UA Editora.ISBN978-972-789-426-0