Environment Study Teaching Methodology

Objectives

1) To acknowledge the epistemology of educational practice as a source of contextual professional knowledge.

2) To determine the relationship between educational practice and professional development.

3) To identify appropriate teaching models and strategies for Environmental Studies.

4) To understand the relationship between teaching methods and learning styles.

5) To understand the relationship between teaching methods, learning outcomes and assessment.

6) To discuss issues related to Environmental Studies.

7) To justify ways of planning scientific activities.

8) To discuss decisions about teaching practice based on educational research.

Program

1. Introduction to the Methodology of Environmental Studies
1.1. The importance of the methodology of Environmental Studies for developing a sustainable praxis.
1.2. Notions on:
1.2.1. The importance of Environmental Studies in the context of Education for development.
1.2.2. Models and methods for teaching Environmental Studies
1.2.3. Relationship between educational models, teaching methods and educational resources.
1.2.4. Strategies, methods and activities that enhance knowledge (re)construction.
1.2.5. Planning and resources in science education.
2. Theory and practice in Environmental Studies
2.1. Analysis and decoding of fundamental concepts.
2.2. Epistemology of Environmental Studies
3. Environmental Studies and teaching: inquiry and professional development
3.1. Teaching and inquiry: a fundamental issue
3.2. Praxis: reflective practice, transformed into action.

Teaching Methodologies

Along with some instances of theoretical instruction, the following learning activities will prevail: Analysis and critique of the current curriculum guidelines, individual or group reflection and discussion guided by the course unit teachers; analysis, critique and discussion of contributions from educational research; planning and execution of experimental activities - totaling 15 hours (or 7.5 practical lessons of 2 hours each); and analysis and critique of didactic resources and methodologies related to the Study of Environment. Formative evaluation will take into account the participation of students in different activities. Weights used in determining the final grades of students are as follows: Written individual reflections (in portfolio) about theoretical foundations and / or methodologies and didactic resources (40%) and a written exam (60%).

Bibliography

Bachelard, G (2001). O Novo Espírito Científico. Lisboa: Edições 7.
Almeida, A. (2002). Abordar o ambiente na infância; Blatchford, I. (2004). Manual do Desenvolvimento Curricular
para Educação de Infância; Català, M. & Vilà, N. (2002). Las funciones lingüísticas en el proceso de adquisición de los conocimientos científicos. In Rodríguez (Dtor.), Las ciências en la escuela, teorias y prácticas – claves para la innovación educativa, pp. 89-103; Catita, E. (2007). Estratégias metodológicas para o ensino do meio físico e social.
Porto: Areal; Formosinho, J.; Spodek, B.; Brown, P.; Lino, D. & Niza, S. (1998). Meira, P.A.& Caride, J. A. (2004).
Educação Ambiental e Desenvolvimento Humano. Nóvoa, A. (1991). [Org.] Profissão Professor .Porto: Porto
Editora.
Perrenoud, F. ( 1996).[Coord.] Enseigner: agir dans l'urgence décidier dans l'incertitude. Paris: ESF Editeur.
Zabalza, A. M. (1994). Diários de Aula. Porto: Porto Editora.
Documentos enquadradores do Sistema Educativo,