1. To identify the didactic foundations of teaching and learning ICT / Informatics in the 2nd cycle of basic education.
2. To identify and critically analyze internationally published research on teaching and learning ICT / Informatics in the 2nd cycle of basic education.
3. To plan in a didactically based manner the teaching of ICT / Informatics in the 2nd cycle of basic education.
4. To use and evaluate teaching methods and diversified tools to teach ICT in the 2nd cycle of basic education.
5. To evaluate the quality of learning, based on didactic research.
6. To reflect on professional practice, in a perspective of professional development informed by didactic knowledge and research.
A. The importance of ICT and informatics in the 2nd cycle of basic education.
B. The research on teaching and learning ICT / Informatics in the 2nd cycle of basic education and recommendations of international reference institutions (ACM, IEEE,UNESCO, EU).
C. Defining documents of the official curriculum for the 2nd cycle of basic education.
D. Planning the teaching of ICT and Informatics in the 2nd cycle of basic education.
E. Contents to be taught in the 2nd cycle of basic education.
F. Activities and tools for teaching and learning ICT and Informatics in the 2nd cycle of basic education.
G. Management and evaluation of teaching and learning of ICT/Informatics in the 2nd cycle of basic education.
This course has lessons with moments of structured intervention by the teacher, moments of collective debate and in small group around the issues under study, based ondocuments produced by students and materials to support the course. There are also classes where the student's work is privileged, namely presenting and discussing workrelated to teaching and learning situations of ICT/informatics.
The assessment consists of the completion and discussion of 2 assignments:
T1. Work in pairs - Preparation and reasoned presentation of the planning of a didactic sequence of lessons of ICT / Computer for the 2nd cycle of basic education.
T2. Individual work - Analysis of at least 2 scientific articles in the area of didactics of informatics, on current trends or best practices in the area, whose choice is subject toapproval of the teachers of the CU.
The final classification (FC) is calculated by: FC = 0.5 * T1 + 0.5 * T2
Simmons, C., & Hawkins, C. (2015). Teaching Computing. London, England: SAGE Publications.
Cravino, J.P. (2018). Uso de Narrações Multimodais na investigação em Didática de Ciências e Tecnologia. In J. Bernardino Lopes, C. Viegas, & A. Pinto (Eds.), Melhorar Práticas de Ensino de Ciências e Tecnologia (pp. 59-70). Lisboa: Edições Sílabo. ISBN 978-972-618-944-2
Cravino, J.P. (2017). Planning Teacher Mediation in Science and Technology Lessons. In J. B. Lopes, J. P. Cravino, E. de Souza Cruz, & A. Barbot (Eds.), Teaching Science: Contributions of Research for Planning, Practice and Professional Development (pp. 45-59). New York: Nova Science Publishers. ISBN 978-1-53612-361-6
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