Teaching Geography Methodology II
a) Relate cognitive development with learning of structural geographic concepts of Basic and Secondary Education.
b) Plan pedagogical differentiation in the classroom from the identification of learning styles.
c) Recognize the importance of geoliteracy in the development of territorial citizenship.
d) Conceptualize teaching learning situations or subunits oriented to different areas of competence of the Students Profile to apply in the classroom.
e) Define criteria and performance levels by domains or geographic skills.
f) Distinguish formative evaluation of summative evaluation.
g) Create evaluation instruments, according with existing legislation, appropriate to each situation.
Ana Cristina Rodrigues Camara Cortesao Casimiro
Weekly - 3
Total - 280
Claudino, S. (2017). Educação Geográfica, trabalho de campo e cidadania. In F. Veiga (coord.) O Ensino como fator de envolvimento numa escola para
todos. Lisboa, Climepsi Ed., p. 265-303
Cosme, A., Ferreira, D., Lima, L. e Barros, M. (2020). Avaliação das aprendizagens. Propostas e estratégias de ação. Porto Editora
Cosme, A., Lima, D., Ferreira, D. e Ferreira, N. (2021). Metodologias, Métodos e Situações de Aprendizagem. Propostas e Estratégias de Ação - EB e ES.
Enser, M. (2019). Making every geography lesson count. Six principles to support great geography teaching. Crown House Publishing Limited. U.K.
Euikyung, E. S. e Bednarz, S. [Eds.] (2019). Spatial citizenship education. Citizenship through geography. New York: Routledge
Lopes, J.P., Silva, H. S., Dominguez, C. e Nacimento, M.M. (2019). Educar para o pensamento critico na sala de aula. Pactor
Neves, A. C. e Ferreira, A. L. (2015). Avaliar é preciso? Guia prático para professores formadores. Guerra e Paz 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.
group work to develop an evala methodology to be used in a teaching context and the relevant materials for that/those lesson(s) (30%). Work should contain a brief theoretical discussion and materials to implement this methodology with students.(30%), individual work to produce a learning situation or didactic subtheme, with oral presentation in class(50%), participation in class activities and small work(20%)
1. Teaching and learning processes of Basics and Secundary Geography education
1.1.Cognitive development and learning processes
1.2.Learning styles and planning for pedagogical differentiation in classroom
1.3.Problem-Based Learning and Problem-Based Projects
1.4. Geographical literacy and territorial citizenship
1.4.1. Case Study
1.4.2. Field Work
2. Resources with active learning methodologies: potentialities and limitations
2.2. Concepts and geographical vocabulary
2.4. Gamming and simulations
2.5. Graphics and images
3. Evaluation and teaching of Geography: practices and instruments
3.1. Formative and summative evaluation
3.2. Criteria and performance levels
3.3. Evaluation instruments and items typology
Programs where the course is taught: