Physics and Chemistry Education
Vítor Manuel Neves Duarte Teodoro
Vítor Manuel Neves Duarte Teodoro
1. the dimensions of professional and social ethics;
2. the improvment of processes of teaching and learning;
3. the participation in school and relationships with the community, and
4. the professional development throughout life.
More specifically, this course assumes the following principles:
- Increase awareness of the subject areas
For example, future teachers are aware of the current ideas of their disciplines, as well as the origin and history of these ideas in sufficient depth to set appropriate targets for learning, organizing and directing school activities for students of primary and secondary education, including dissemination activities of science.
- Recognition of the importance of training throughout life, self-learning and collaborative learning
For example, future teachers themselves as lifelong learners, with curiosity and interest in knowing the progress of knowledge.
- Knowledge of the processes of learning and teaching
For example, teachers know the processes and how young children learn through careful explanations, observations, experiences, reading, reflection, writing, discussion and sharing of knowledge and motivation to process learn and collaborate with other youth and adults.
- Knowledge of the organization of learning environments
For example, future teachers know how to select, adapt and create materials and activities for youth to learn a significant way in which reading, reflection, discussion, observation and experimentation play a major role.
- Knowledge about teaching skills
For example, future teachers are able to organize and present ideas as well as undertake activities that guide and engage students in meaningful learning.
- Domain attitudes about learning
For example, future teachers have the skills for organizing educational activities that illustrate the habits, mental operations and attitudes that characterize the modes of production and validation of scientific knowledge.
- Knowledge of the importance of education for all
For example, prospective teachers recognize how important the learning of ideas and habits of thought of science in the training of young people and adults with commitments as citizens, in particular the training of young strata and social groups who have traditionally been removed from learning science.
- Knowledge of the organization and functioning of education system
For example, future teachers aware of the study plans and curricula of different educational levels as well as the organization and operation of formal and non formal education, a critical perspective, grounded in learning processes and the role of science in society.
The Master of Science Teaching enables to teaching in schools, public or private, from 2. and 3. cycles of Elementary and Secondary Education in the field of physics and chemistry.
Duration: 2 years
Credits: 120 ECTS
Mandatory scientifc areas
|Introduction to Professional Practice||48|
|Training in Teaching
Access to other courses
Access to third cycles
The following modes of assessment for the curriculum component may be used:
Aspectos do Pensamento Contemporâneo C
Currículo e Didáctica das Ciências I
Sociologia da Educação A
Tecnologias no Ensino e Aprendizagem das Ciências
Currículo e Didáctica das Ciências II
História e Filosofia da Ciência B
Organização dos Sistemas Educativos
Psicologia da Educação A
Investigação Educacional I
Investigação Educacional II