Introduction to the Didactics of Environmental Studies
-
Recommended Prior Knowledge
-
-
Objectives
Analyse the role of science education in the early years of schooling.
Understand and integrate, in their perspectives on pedagogical practice, guidelines that emphasise the dynamic nature of science and the
dimensions of the nature of science, as a guarantee of teaching for scientific literacy.
Recognise the role that an explicit approach to controversy and conceptual change in the construction of science can play in students'
learning about how scientists investigate and produce new knowledge.
Plan different types of activities for teaching/learning the natural sciences and social sciences in primary school, taking into account the
scientific and didactic aspects studied, as well as the children's level of understanding.
Conceive original and creative solutions when designing activity plans and teaching materials, including the aspects of the construction of
science that facilitate learning in primary school. -
Teaching Methods
The work to be carried out will favour the active participation of students, both in individual and group work, seeking to deepen knowledge of
the topics covered, as well as developing transversal competences such as critical thinking, collaborative work, technological skills and
learning to learn, among others, as advocated in the ESE/IPS pedagogical model. The face-to-face or distance sessions, in synchronous
mode, include theoretical exposition, activities to discuss the programme topics and the development of practical activities on topics of
education in Natural Sciences and Social Sciences. For both areas, the following learning situations are planned: a) reading and discussion
of various texts and documents; b) guided discussion of recent research results in science teaching; c) analysis of specific cases from
specialised literature; d) planning of practical activities for primary school students, with an emphasis on experimental research; e)
presentation, discussion and self-assessment of the activities, with critical analysis of their educational potential.
Teachers will propose other activities that students can carry out in the classroom or outside, since the course's working time is not limited
to contact hours. Students may be asked to read documents (in any medium) that seem to enrich the activities carried out in the face-toface
or distance sessions.
The aim of the synchronous distance sessions is to hold discussions in small groups (in simultaneous rooms or breakrooms) on a given
topic, analyse episodes or solve tasks proposed by the teacher. In both face-to-face and synchronous distance learning 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 each module, in articulation with transversal competences.
The planned tutorial support refers to group support in carrying out the work and individual support whenever necessary. This support will
be at a distance, without synchronous sessions, and will contribute to the use of online communication tools, sometimes organised by the
lecturers and sometimes at the request of the students.
The organisation and preparation of activities using the Moodle platform is a requirement for monitoring work on the course. -
Internship(s)
Não
-
Syllabus
Foundations and organisation of curriculum documents.
Module I - Teaching and learning the social sciences
1. Social sciences in the first years of school
The meaning, limits and possibilities of the relationship between school and the environment.
Learning from the "neighbourhood" - potential and limitations.
2. Planning and designing didactic-pedagogical projects for teaching the social sciences: project work proposals, field trips, use of narrative
and genealogies, investigative activities.
Module II - Teaching and learning the natural sciences
1. Natural sciences in the first years of school
The educational relevance of teaching the natural sciences - dimensions of the construction of science to promote scientific literacy
Perspectives on science teaching: types of practical work; the alternative conceptions movement, the STS movement.
2. Planning and designing didactic-pedagogical projects for science teaching. -
Content Explanation
This curricular unit is based on the central idea that a pedagogical practice that promotes scientific literacy presupposes an understanding
of the construction of scientific knowledge in its different epistemological dimensions.
It is essential for educators and teachers to have a clear idea of the nature of their own experiences and ideas about science, emphasising
the development of competences (scientific processes) and the exploration of unifying concepts when organising the teaching and learning
of natural and social sciences in the early years of schooling.
The development of these competences is also a factor of citizenship and integration, with effects on the development of society. By
providing future educators and primary school teachers with this fundamental knowledge, both conceptual and methodological, it is hoped
that they will be able to contribute effectively to children's scientific education, both in relation to the natural and social worlds. -
Methodology Explanation
The methodological orientation of this course, centred on the students and geared towards a critical reflection on the process of teaching
and learning science, seeks to provide the tools and instruments necessary for the operationalisation of the official curricular documents for
1st grade Environmental Studies and Knowledge of the World in pre-school education.
The diversity of work processes aims to give students the opportunity to put into practice learning sequences suitable for students in the first
years of school, namely in the primary education, and for pre-school children, based on current lines of research that underpin science
teaching perspectives. They are also expected to reflect on the educational potential of these practices and to value the relationship
between theory and practice.
The course is managed flexibly to support students' learning and intervention programmes. -
Responsible Lecturer(s)
Sílvia Cristina dos Reis Ferreira - 2.º Semester
-
Bibliography
Afonso, M. (2008). A educação científica no 1º ciclo do Ensino Básico. Das teorias às práticas. Porto Editora
Berges, L. et al., (2002), Las ciencias sociales: concepciones y procedimientos. Graó
Dias, A., et al. (2021) TempuSpacium - Didática das Ciências Sociais, Estudos I e II. Escola Superior de Educação de Lisboa
Duschl, R., Schweingruber, H., & Shouse, A. (Eds). (2007). Taking science to school. Learning and teaching science in grades K-8.
National Academies Press
Harlen, W., & Qualter, A. (2009). The teaching of science in primary schools. (5th ed.). Routledge
Manique, A. P. et al. (1994). Didática da História – Património e História local. Texto Editora.
Martins, I., et al. (2007). Explorando...: educação em ciências e ensino experimental. DGIDC.
Murphy, J., (2011). Más de 100 ideas para enseñar historia- Primaria y secundaria. Graó.
Vasconcelos, T. (coord.), (2012). Trabalho por projectos na Educação de infância: mapear aprendizagens/ integrar metodologias. DGE.
Course details
-
Code
EDB30016
-
Teaching Mode
PRESENCIAL
-
ECTS
4.0
-
Duration
Semestrial
-
Hours
12h Orientação Tutorial
12h Práticas e Laboratórios
9h Teóricas
15h Teórico-Práticas
Conteúdo atualizado em 09/03/2025 23:14
CONTACTS
Campus de Setúbal
Serviços Centrais
Campus do IPS, Estefanilha
2910-761 Setúbal, Portugal
t. +351 265 548 820
e. info@ips.pt
Academic Services: suporte.ips.pt
See on Map
Campus do Barreiro
Escola Superior de Tecnologia do Barreiro
Rua Américo da Silva Marinho
2839-001 Lavradio, Portugal
t. +351 212 064 660
e. info@estbarreiro.ips.pt
Academic Services: suporte.ips.pt
See on Map
© 2025 Polytechnic University of Setúbal – Politécnico de Setúbal. All rights reserved.