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Desenvolv Curricular e Educ STEAM
Desenvolv Curricular e Educ STEAM
Área Científica
Sigla
Línguas de Aprendizagem
Português
Presencial e a distância
* Para turmas lecionadas conjuntamente, apenas é contabilizada a carga horária de uma delas.
* A-Anual;S-Semestral;Q-Quadrimestral;T-Trimestral
Precedências
Sem precedências
n/a
Analisar a importância da participação dos alunos na gestão dos objetivos e na progressão da sua aprendizagem
Conhecer modalidades de educação interdisciplinar que integram conhecimentos e habilidades de várias disciplinas que constituem áreas
chave STEAM (ciência, tecnologia engenharia, arte e matemática)
Identificar a aprendizagem prática e experimental como a mais adequada numa abordagem curricular STEAM, nomeadamente o uso de
tecnologias e de ferramentas digitais.
Estabelecer relações entre uma prática curricular STEAM e o desenvolvimento de competências fundamentais para o sucesso pessoal,
académico e profissional (pensamento crítico, resolução de problemas, colaboração, criatividade, comunicação)
Conteúdos programáticos
- O currículo STEAM: i) Em que consiste e por que surgiu; ii) o que o caracteriza; iii) que consequências nos processos de ensino e de
aprendizagem
- As modalidades de organização curricular - disciplinar, interdisciplinar, multidisciplinar e transdisciplinar ? e a sua adequação a um modelo
educativo STEAM
- A avaliação do ensino - o conceito de avaliação, modalidades de avaliação, dimensões e objeto da avaliação, técnicas e instrumentos de
avaliação; a especificidade da avaliação nas práticas de ensino STEAM:
Nesta UC serão utilizadas as seguintes metodologias de ensino: exposição de conceitos e conteúdos teóricos (aulas T); debates, realização
de trabalhos individuais e em pequeno grupo (análise crítica de artigos científicos e obras/documentos de referência) (aulas TP). As aulas de
OT serão dedicadas ao esclarecimento de dúvidas e ao acompanhamento dos trabalhos realizados pelos estudantes. Avaliação: Trabalho
de grupo (40%) + Teste escrito (60%).
Arpaci, I., Dogru, M. S., Kanj, H., Ali, N., & Bahari, M. (2023). An Experimental Study on the Implementation of a STEAM-Based Learning
Module in Science Education. Sustainability , 15 (8). https://doi.org/10.3390/su15086807
Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2022). At the dawn of science, technology, engineering,
arts, and mathematics (STEAM) education: prospects, priorities, processes, and problems. International Journal of Mathematical Education
in Science & Technology , 53 (11), 2919?2955. https://doi.org/10.1080/0020739X.2021.1922943
Putri, A. S., Prasetyo, Z. K., Purwastuti, L. A., Prodjosantoso, A. K., & Putranta, H. (2023). Effectiveness of STEAM-based blended learning
on students? critical and creative thinking skills. International Journal of Evaluation and Research in Education , 12 (1), 44-52?52.
https://doi.org/10.11591/ijere.v12i1.22506
Course unit
Courses
Acronym
Contribution to Sustainable
Development Goals - SGD 4
(Designate up to 3 objectives)
Language of instruction
Portuguese
Pre-requisites
no pre-requisites
n/a
To understand the main perspectives on STEAM curriculum and their consequences on curriculum development processes
To know interdisciplinary education modalities that integrate knowledge and skills from various disciplines that constitute key STEAM areas
(science, technology, engineering, art and mathematics)
To identify practical and experimental learning as the most appropriate in a STEAM curriculum approach
To know teaching and learning strategies that fit the logic of a STEAM curriculum
To establish relationships between a STEAM curricular practice and the development of fundamental skills for personal, academic and
professional success in today's world, such as critical thinking, problem solving, collaboration, creativity and communication
Syllabus
- The STEAM curriculum: i) What does it consist of and why did it arise; ii) What characterizes it; iii) What consequences in the teaching and
learning processes
- The modalities of curricular organization - disciplinary, interdisciplinary, multidisciplinary and transdisciplinary ? and their adequacy to a
STEAM educational model
- Teaching and learning methods and strategies in STEAM practices (active methodologies)
- Teaching evaluation - the concept of evaluation, evaluation methods, dimensions and object of evaluation, evaluation techniques and
instruments; the specificity of assessment in STEAM teaching practices.
In this curricular unit the following teaching methodologies will be used: exposition of theoretical concepts and contents (T classes); debates,
carrying out individual and small group work (critical analysis of scientific articles and reference works/documents) (TP classes). Tutorial
classes will be dedicated to clarifying doubts and monitoring the work carried out by students. Assessment: Group work (40%) + Written test
(60%). UC without exam.
Arpaci, I., Dogru, M. S., Kanj, H., Ali, N., & Bahari, M. (2023). An Experimental Study on the Implementation of a STEAM-Based Learning
Module in Science Education. Sustainability , 15 (8). https://doi.org/10.3390/su15086807
Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2022). At the dawn of science, technology, engineering,
arts, and mathematics (STEAM) education: prospects, priorities, processes, and problems. International Journal of Mathematical Education
in Science & Technology , 53 (11), 2919?2955. https://doi.org/10.1080/0020739X.2021.1922943
Putri, A. S., Prasetyo, Z. K., Purwastuti, L. A., Prodjosantoso, A. K., & Putranta, H. (2023). Effectiveness of STEAM-based blended learning
on students? critical and creative thinking skills. International Journal of Evaluation and Research in Education , 12 (1), 44-52?52.
https://doi.org/10.11591/ijere.v12i1.22506