Geography Didactics I
1. Understand how national curriculum principles and guidelines contribute to shape geography teaching practices;
2. Analyze lines of thought and trends in the field of geographic education at both international and national level;
3. Justify the role played by geography teaching in order to support citizenship education and education for sustainability;
4. Recognize why planning is important to guide teaching in the long, medium and short term;
5. Bring together the structural elements of long, medium- and short-term plans;
6. Assess the quality and the sense of teaching considering the interrelations between different views about learning, teaching models and strategies;
7. Critically analyze the content and use of different types of educational resources in the context of teaching geography;
8. Reflect on the meaning that emerges from different geography teaching practices.
Fernando Manuel da Silva Alexandre
Weekly - 3
Total - 280
Brooks, C., Butt, G. e Fargher, M. (2017). The power of geographical thinking. Berlim: Springer International Publishing.
Duplass, J. (2021). The Essence of Teaching Social Studies: Methods for Secondary and Elementary Teacher Candidates. Nova Iorque: Routledge.
Euikyung, E. S. e Bednarz, S. (2019). Spatial citizenship education. Citizenship through geography. Nova Iorque: Routledge.
Hattie, J, Stern, J, Fisher, D e Frey, N (2020). Visible Learning for Social Studies: Designing student learning for conceptual understanding. Thousand Oaks, CA: Corwin
Lambert, D. e Jones, M. (2018). Debates in geography education. Londres:Routledge.
Tedesco, J. C. (2000). O novo pacto educativo. Educação, competitividade e cidadania na sociedade moderna. V. N. de Gaia: Fundação Manuel Leão.
Young, M. e Lambert, D. (2014). Knowledge and the future school. Londres:Bloomsbury.
Veiga, F. H. [Coord.] (2018). O ensino na escola de hoje – Teoria, investigação e aplicação. Lisboa: Climepsi Editores.
The classroom activities will be based on a student-centered interactive teaching model, thereby valuing the personal, social and cultural dimensions of knowledge and assuming that meaning is constructed by the learner through experience. This model seeks to use debate as a means to help students develop shared meanings from common experiences, or to confront each other with differences of opinion. Critical reflection on various documents and materials, classroom assignments, and oral presentations are complementary strategies to the model.
one group work focused on the design of a long-term teaching plan, together with an oral presentation in class(50%), one individual work concerning the critical review of a scientific paper(30%), participation in class activities and small assignments(20%)
1. Curriculum development in geography.
1.1 Trends and lines of thought in the field of geography education.
1.1.1 The epistemological meaning of geographical education.
1.1.2 Geography in the context of citizenship education and education for sustainability.
1.2 The national curriculum: official guidelines.
1.2.1 Principles, values and practical propositions.
1.2.2 Competences and skills.
1.3 National guidelines for geography teaching.
1.3.1 Principles, values and practical propositions.
1.4 Conceptual frameworks for geography teaching.
1.4.1 Geography core concepts.
2. Planning geography teaching.
2.1 Structural elements of a teaching plan.
2.1.1 Conceptual frameworks.
2.1.2 Objectives, competences and outcomes.
2.1.3 Teaching process.
22.214.171.124 Learning theories, pedagogical approaches and strategies.
2.1.4 Educational resources and tools.
126.96.36.199 Using GIS.
2.1.5 Assessment instruments.
Programs where the course is taught: