Science, Technology and Society
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Recommended Prior Knowledge
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Objectives
- Reveal a scientific attitude towards reality.
- Mobilise data from scientific and technical literature.
- Identify, collect and select information, recognising the legitimacy of scientific knowledge and the credibility of sources.
- Understand some of the characteristics of scientific activity.
- To problematise the interactions between science, technology, and society, through case studies.
- Assess the impact of technological activity on the environment and the need to minimise environmental damage.
- Analyse the social impacts of the relationship between science and technology on the quality of life of individuals.
- Analyse the origins and evolution of scientific and technological knowledge.
- Integrate ecological and ethical values into their discourse. -
Teaching Methods
The work to be carried out will favour the active participation of students, both in individual and group work, seeking to deepen their
knowledge of the topics covered, as well as the development of transversal skills such as critical thinking, collaborative work, technological
skills and learning to learn, among others. The face-to-face or distance learning sessions, in synchronous mode, according to the ESE/IPS
pedagogical model, include theoretical exposition of topics, the development of theoretical-practical activities on current problems related to
the subjects indicated in the syllabus and laboratory and field work to explore and deepen relevant topics of interest to the students. The
following learning situations are planned: a) reading and critical analysis of various texts and documents; b) guided discussion of topics; c)
analysis of cases based on CTSA interactions; d) carrying out laboratory work; e) analysis and argumentation on scientific controversies; f)
collecting, selecting and analysing data and information; and g) carrying out fieldwork.
The teacher will propose other activities that students can carry out in the classroom or outside, since the workload of the course is not
limited to the contact hours. Students may be asked to read documents (in any medium) that seem to enrich the activities carried out in the
face-to-face or distance sessions.
The main aim of synchronous distance learning sessions is to hold discussions in small groups (in simultaneous rooms or breakrooms) on a
given topic, analyse documents or solve tasks proposed by the teacher. In both the face-to-face sessions and the synchronous distance
sessions, various digital tools will be used, such as Padlet, Kahoot, Mentimeter, among others, to carry out questions and answers in real
time, promoting discussion and assessing students' knowledge of the topics under study.
The aim will be for students to be able to demonstrate that they have acquired/developed the competences contained in the objectives
defined for this programme, in conjunction with the transversal competences.
The tutorial support provided refers to support for groups in carrying out their work and individual support whenever necessary. This support
can be face-to-face or at a distance, in synchronous sessions, contributing to the use of online communication tools, sometimes organised
by the teacher and sometimes at the request of the students.
Organising and preparing activities using the Moodle platform is a requirement for monitoring work on the course. -
Internship(s)
Não
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Syllabus
1. Science, technology and everyday problems
1.1. The nature of science and technology: characteristics of scientific activity
1.2. The legitimacy of scientific knowledge: the demarcation between science and pseudoscience
1.3. CTS interactions - case studies:
1.3.1. problems in biomedicine
1.3.2. environmental issues
1.3.3. the complexity of communications and the circulation of information
2. The origins and evolution of scientific knowledge
2.1. From ideas of the world to a world of ideas: the foundation of modern science
2.2. Contemporary science: new discoveries and inventions -
Content Explanation
In a curricular unit that aims to discuss and analyse a multidimensional conception of science, it seems appropriate to present not only
issues and events that highlight the dynamics of scientific and technological knowledge, but also those that illustrate the different ways and
instruments that scientists have used and are using today to do science. With the aim of analysing current issues that are a source of
concern and controversy among scientists, politicians, companies, and groups of citizens, revealing the reciprocal influences of science and
technology on society, some environmental, biomedical and communications problems have been chosen for analysis and discussion. The
aim is to give students a greater scientific culture that will help them to appreciate the good and bad uses of science and technology and to
develop a critical attitude towards the challenges of everyday life. -
Methodology Explanation
The teaching methodologies are centred on the student's activity, taking into account their training in scientific literacy, seen not only as the
appropriation of basic scientific concepts, but also as the acquisition of tools for critically analysing reality in order to facilitate citizen
intervention. Practical activities and the approach and discussion of scientific and socio-scientific issues that highlight the construction of
scientific and technological knowledge and the interactions they establish with society are favoured. The diversity of documentary sources
and research processes, as well as the discussion of topics using different educational strategies, are powerful methodological tools for
achieving the stated objectives.
The UC is managed in a flexible way to support the students' learning and intervention programmes. -
Responsible Lecturer(s)
Sílvia Cristina dos Reis Ferreira - 1.º Semester
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Bibliography
Bryson, B. (2004). Breve história de quase tudo. Quetzal Editores.
Bryson, B. (2019). O corpo: um guia para ocupantes. Bertrand Editora.
Calado, J. (2014). Limites da ciência. Fundação Francisco Manuel dos Santos.
Campbell, N., & Reece, J. (2008). Biology (8.ª ed.). Pearson/ Benjamin Cummings.
Coutinho, A. (2005). Ora então, vamos à vida! In Lago, T. et al. Despertar para a Ciência. As Conferências de 2003. Gradiva.
Fiolhais, C., & Marçal, D. (2012). Pipocas com telemóvel e outras histórias de falsa ciência. Gradiva.
Fiolhais, C., & Marçal, D. (2020). Apanhados pelo Vírus - Factos e Mitos Acerca da Covid-19. Gradiva.
Santos, F. D. (2007). Que futuro? Ciência, tecnologia, desenvolvimento e ambiente. Gradiva.
Xavier, J. (2014). Experiência Antárctica: Relatos de um cientista polar português. Gradiva.
Course details
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Code
EDB10048
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Teaching Mode
PRESENCIAL
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ECTS
5.0
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Duration
Semestrial
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Hours
15h Orientação Tutorial
3h Seminário
15h Teóricas
27h Teórico-Práticas
Conteúdo atualizado em 09/03/2025 23:14
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