*)N.B. if there are students who do not speak Portuguese the language is English.
Based on the pedagogical content knowledge previously acquired in Didactics of Physics I, Didactics of Physics II, focused on in-class real situations, aims at the acquisition and development of: knowledge of and competences on different strategies for teaching and learning Physics and capacity to use them complementary in school, aiming at the efficacy of students' learning; capacity of associating Physics models with day-by-day reality, implementing students' motivation and creating empathy towards learning; habilities on assessing students? Physics learning results, used to promote active deeper and more meaningful knowledge; awareness towards the need of continous professional progress and the development of reflexive and group work capacities, aiming at curricular improvements to potentiate students? learning efficacy in practice.
1. Introduction 1.1. Physics, Physics teaching and research on Physics Didactics. Characterization and problems of current ways of Physics teaching. 1.2. The Nature of Science and the cognitive development necessary for Physics learning. 2. Theories and models of learning. Complementary modes of teaching: Physics teaching and learning. 3. Assessment of students' learning of Physics. Construtive perspective of evaluation of the learning efficacy of different teaching strategies. Formative assessment to promote meaningful students' learning. 4. Teaching Physics in practice: problems and solutions. Reflexive activities and teachers' group work. Awareness towards action educational research. 5. Contributions from non-formal learning to help Physics learning.
Didactics of Physics I and knowledge of Physics and associated competences, compulsory to be accepted on the Master (50 ECTS)
Generic skills to reach
. Competence in oral and written communication; . Competence to solve problems; . Critical thinking; . Competence in applying theoretical knowledge in practice; . Planning and managing; . Knowledge of a foreign language; . Using the internet as a communication medium and information source; . Competence for working in group; . Competence in autonomous learning; . Self-criticism and self-evaluation; (by decreasing order of importance)
Teaching hours per semester
total of teaching hours
Laboratory or field work
assessment implementation in 20162017 Assessment Laboratory work or Field work: 10.0% Planning curricular units; microteaching: 20.0% Resolution Problems: 30.0% Exam or Midterm exam: 40.0%
Bibliography of reference
Arends, R. Aprender a Ensinar. McGraw-Hill, 1995. Arons, A. A guide to introductory physics teaching. John Wiley & Sons, N.Y., 1990. de Almeida, M.J. Preparação de professores de Física - Uma contribuição científico-pedagógica e didática. Editora Almedina, Coimbra, 2004. Driver, R., Guesne, E. and Teberghien, A. Children's ideas in science. Open University Press, Milton Keines, 1985. Fernandes, D. Avaliação das Aprendizagens: Desafios às Teorias, Práticas e Políticas. Texto Editores, Lda, 2005. Lopes, J.B. Aprender e Ensinar Física, Fundação Calouste Gulbenkian e Fundação para a Ciência e Tecnologia, 2004. McDermott, L. Physics by Inquiry. Volume I and II. John Wiley & Sons, 1996. Phillips, D.C. and Soltis, J.F. Perspectives on Learning. Teachers College Press, N.Y., 2009. Skinner, D. Effective Teaching and Learning in Practice. Continuum International Publishing Group, London, 2010. Walter, F.W. and Soltis, J.F. Curriculum and Aims. Teachers College Press, N.Y., 2009.
-Theoretical presentation of contents with discussions about practical situations, to help students to extend their knowledge, inserting new cognitive acquisitions within previous ones, eventually submitted to corrections. -Application of acquired knowledge to real situations: developed by the teacher asking for students' contributions; organized by students, individually or within a group, concerning teaching situations (an unit, next day classroom) and different level students (objectives, planning, execution, students' assessment, activities evaluation - reflection and metacognition).
Sala equipada com computadores e ligação à internet. Laboratório didáctico