FEG4013 - ECTS UC, "Curriculum Development and Evaluation", is structured around two dimensions: one, which relates to the acquisition of knowledge in this area of knowledge; another, with regard to training processes and the development of analytical skills and critical intervention against the exercise of "being a teacher". In this sense, the UC's objectives are:

Acquiring concepts, theories and paradigms that integrate the area of curriculum and assessment;

- Build critical thinking, and theoretically based on curriculum guidelines and the assessment of learning in the Portuguese Education System

- To discuss the role of education, school and teacher in the light of different theoretical perspectives

- Confront different perspectives on evaluation in relation to curriculum concepts and roles of teacher

-To Promote the development of skills to support the understanding of socioeducionais realities and the pursuit of a teaching curriculum profisisonalidade anchored in justice principles

DID4002 - ECTS To recall and apply key concepts from the field of Biology and to frame them within the History of Biology as a science;

To problematize concepts and theoretical models that support quality and equitable education in Biology;

To present different strategies, resources and technologies that promote quality and equitable education in Biology;

To plan didactic sequences and develop strategies and resources articulating reference documents in terms of educational policy with scientific studies in the field of basic education in Biology;

To explore research methods and techniques in Biology education, particularly in the field of teaching and assessment of learning in Biology.

DID4007 - ECTS

FEG4015 - ECTS

Module I 

- To know and identify the historical evolution of the concept of sustainable development and geoethics.
- To know the role of Education and Science teaching to 
- To report individual behaviors to solve global problems.
- To understand the dimensions of (geo)ethics and its relations with Education for Sustainable Development and for global citizenship.
- To be able to refer to some educational proposals that can support a presentation to students from middle and secondary school supported in case-based teaching.

Module II

 -To identify key problems that result from unsustainability.
- To have a current and critical view of global impacts that affect human-environment interactions, related to fossil fuels and the possibility of using alternative energies.
- To be able to refer to some proposals that can support a presentation to students from middle and secondary school, related to the subjects studied in module I (case-based teaching)
- To be able to refer to some proposals that can support a presentation to students from middle and secondary school, related to the subjects studied in module I (case-based teaching).

Module III

- To teach students the basic concepts of Green Chemistry.
-  To relate the role of Chemistry and Chemical Engineering in pursuing the development of an industrial culture that takes into account sustainability.
 - To be able to refer to some proposals that can support a presentation to students from middle and secondary school, related to the subjects studied in module I  (case-based teaching).


 Module IV
- To raise awareness of Urban Ecosystems.
- To know some environmental impacts due to the intervention of man and nature.
- To know some aspects of the sustainable use of environmental resources.
 - To be able to refer to some proposals that can support a presentation to students from middle and secondary school, related to the subjects studied in module I  (case-based teaching).

FEG4014 - ECTS

• Critically analyse theoretical models, images, and metaphors applied to the school as an organisation, based on a psychosociological analysis.
• Understand the Portuguese Educational System, its organisation, and administration.
• Identify and comprehend the various administrative bodies of schools and school clusters, their competencies and modes of operation, as well as key documents (educational project and internal regulations).
• Evaluate the significance of the School's Educational Project and understand its construction, development, and evaluation.
• Differentiate and characterise school leadership styles and types, as well as the roles and functions of middle leadership within the organisational dynamics of schools.
• Recognise the teacher's power of agency within the school organisation and its impact on democratic management and school autonomy.
• Identify and reflect on organisational variables that influence teaching and learning processes, promoting a critical view of school structure and functioning.
• Understand the principles of autonomy and decentralisation in the administration and democratic management of schools, appreciating their relevance in the Portuguese educational context.

FEG4012 - ECTS

1. Establishing the relationship between School, Education and Development.
2. Reflecting on the perspectives that, from the paradigms of instruction, learning and communication, produce on that relationship.
3. Reflecting on the implications of each of these perspectives with respect to teaching strategies;
4. Reflecting on the implications of each of these perspectives with respect to the configuration of the pedagogical

BIOL4021 - ECTS

Part 1 –Molecular Biotechnology and DNA Technology

 Recognize basic and advanced concepts on DNA manipulation techniques, currently used in different areas of modern biology such as biotechnology, genetic engineering, biomedical sciences, forensic biology, evolution and phylogeny, GMO detection, pathogenic virus detection, cloning of genes of interest for expression and production of recombinant proteins.

Recognize Molecular Biology and Biotechnology techniques such as DNA cloning, PCR, sequencing and their applications in the genetic transformation of organisms.

Provide laboratory training in recombinant DNA techniques, PCR and basic bioinformatics analysis. 

 

 Part 2 - Biodiversity and Microbial Ecology

Acquisition of essential knowledge in various themes of microbial diversity. Understand the importance of microbial diversity in the context of emerging societal challenges, namely in climate change, pollution, biotechnology and ecosystem sustainability.

Expand knowledge about the invisible world of microorganisms, highlighting their importance in maintaining the ecological balance, highlighting their constant presence in the daily lives of human beings.

 Part 3 - Stressors of emerging concern from anthropic origin

Understand the main chemical stressors from anthropogenic origin.

Recognize the main methodologies to mitigate the effects of chemical contamination and implement an environmental and human health risk assessment. Explore the concept of “One Heath” proposed by the World Health Organization (WHO).

Part 4 - Diversity and evolution of plants

The study of the Kingdom Plantae will be directed to the concept of alternation of generations and life cycles. In this module, the study of the comparative morphology and life cycles of Embryophyta will be addressed, with reference to the vegetative structure and reproductive organs of plants.

 

DID4017 - ECTS As learning objectives, master's students are expected to:

1. Deepen their theoretical and practical knowledge of lines of research in Science Education (History of Science/Biology, formal, non-formal and informal education, Citizen Science projects and STEAM (science, technology, engineering, arts and mathematics);

2. Master curricular concepts and processes relevant to the teaching and learning of Biology using digital technologies;

3. Plan teaching sequences (short, medium and long term), articulating reference documents in terms of educational policy with scientific literature in Biology Education.

DID4018 - ECTS

GEOL4001 - ECTS

Analyze, interpret and integrate knowledge to understand the Earth System, as well as all its components and subsystems and their respective interactions and interrelationships. Understand the different processes and products of Earth's geodynamics and their interrelationships.
Recognize in urban geology the importance and contribution of rocks as ornamental stones used in construction and analyze different types of factors that alter and deteriorate them.

FP5000 - ECTS

- To develop argumentation and oral and written competencies of scientific and educational languages.
- To develop competencies of collaborative work
- To develop professional competencies.
- To elaborate a "Portfolio" of the Supervised Teacher Training.- To develop a research project related to a scientific and didactic intervention.
- To write and present a "Report of the Supervised Teacher Training"

BIOL4022 - ECTS

GEOL4002 - ECTS

To learn to identify rocks by macroscopic examination; to understand the usefulness of geological maps, how they are produced and to learn to read the information contained in geological maps; to learn to use the compass to determine the attitude of planar geological structures (joints, faults and foliations).

FEG4016 - ECTS 1. Understand the origin of brains as a process of biological evolution.
2. To know the complexity of the human brain, in particular of teenagers.
3. To know methods of study that led to the knowledge of the relations between the brain and the mental capacities.
4. To know the main memory systems and their substrates.
5. Apply the principles of Neurosciences to learning.
6. To evaluate the role of Neurosciences in Education in Science (Neurodidactics).

DID5001 - ECTS

- To know the structure of a research plan
- To understand what educational  research 
- To identify the types of research in science education
- To distinguish between the quantitative and qualitative research process
- To highlight the main characteristics of the quantitative method and of the qualitative method.
- To distinguish between primary sources and secondary sources
- To conduct an online bibliographic search
- To know the ethical principles in educational research
- To criticize the research methodology in educational articles
- To discuss probabilistic and non-probabilistic samples
- To distinguish the four levels of measurement
- To understand  the concepts of fidelity and validity
- To discuss  data collection technics
- To distinguish between parametric and non-parametric tests
- To discuss the means of communicating research results
- To recognize the main divisions of a research article
- To develop a research project to implement during teacher training.