Technologies in STEM Education II
Knowledge of policies and national and international studies related to the teaching of STEM with technology:
Guidelines of the main documents published in recent decades about teaching STEM. Methodologies and results of international comparative studies (PISA , TIMSS, etc.).
Organizing spaces for teaching STEM.
Planning of teaching activities.
Preparing professional documents (tests, presentations, etc.) for teaching activities. Understanding the modes of knowledge production and its influence on teaching STEM. Skills:
Identify relevant literature on teaching STEM.
Use at a professional level word processing and imaging tools.
Using scientific software and data logging systems in teaching environments.
Read, interpret, criticize and systematize the literature on teaching STEM.
Create documents for use in the classroom, in a structured, coherent and concise manner
António Manuel Dias Domingos
Weekly - 2
Total - 122
Barton, R. (2004). Learning and Teaching Secondary Science with ICT (1st ed.). Maidenhead: Open University Press.
Hohenwarter, J., & Hohenwarter, M. (2012). Introduction to Geogebra 4. geogebra.org.
Johnston-Wilder, S., & Pimm, D. (Eds.). (2005). Teaching Secondary Mathematics with ICT (pp. 1–273). Maidenhead: Open University Press.
Liengme, B. V. (2009). A Guide to Microsoft Excel 2007 for Scientists and Engineers (pp. 1–330). London: Academic Press. Meadows, D. H. (2008). Thinking in Systems: A Primer. White River Junction, VT : Chelsea Green Publishing.
Oldknow, A., & Taylor, R. (2010). Teaching Mathematics Using ICT (pp. 1–329). London: Continuum. Pimm, D. (1995). Symbols and Meanings in School Mathematics (pp. 1–235). London: Routledge. Watson, J. M. (2006). Statistical Literacy at School, Growth and Goals (pp. 1–319). Mahawah, N. J.: Lawrence Erlbaum Associates.
Exposure and discussion with the teacher and students, in general based on written or video documents. Practical and laboratory activities with scientific equipment and software. Student performances and simulation classes.
Creating documents for use in educational activities, individually and in groups. Analysis and discussion of these documents.
Observation and analysis of classes and other activities in primary and secondary education.
The evaluation is based on the portfolio of documents that each student builds throughout the course, as well as class participation and performance in class presentations and simulations.
Attitudes and interdisciplinary practices: technologies and computational approach in STEM disciplines. Sensors and data acquisition systems with computers.
Sensors and data acquisition systems with graphic calculators.
Sensors and data acquisition systems with tablets.
Geometry and Analysis with Geogebra CAS and other CAS systems ("Computer Algebra System"). Using Geogebra in an interdisciplinary perspective.
Statistics with Excel, Fathom and R.
From population dynamics to the motion of the Moon: computational modelling with Excel and Modellus. Organisation of spaces (classrooms and laboratories) to explore educational technologies.
Programs where the course is taught: