|Responsible unit:||Science Education Unit|
|Course/CS Responsible:||Doctor's Degree in Teaching and Dissemination of Science|
|Acronym||No. of Students||Study Plan||Curricular Years||Credits UCN||Credits ECTS||Contact hours||Total Time|
|PDEDC||12||PE PD em Ensino e Divulgação das Ciências||1||-||9||35||243|
|Paulo Simeão de Oliveira Ferreira de Carvalho|
|Theoretical and practical :||2,50|
|Theoretical and practical||Totals||4||10,00|
|Maria João Faria Leite Dias dos Santos||1,25|
|Mário João Pires Fernandes Garcia Monteiro||1,25|
|José Carlos de Sousa Oliveira Santos||1,25|
|Carla Susana Lopes Morais||1,80|
|Clara Maria da Silva de Vasconcelos||1,25|
|Paulo Simeão de Oliveira Ferreira de Carvalho||2,00|
Interdisciplinary understanding of debates relevant to scientific dissemination.
Autonomy and initiative in the field of scientific dissemination.
Ability to work in multidisciplinary teams towards the development and implementation of projects on scientific dissemination.
Critical evaluation of real-life scientific dissemination activities.
To develop skills to communicate scientific topics.
To know how to evaluate target audiences (namely their knowledge, language, level of scientific training, which ICT they already use, etc.).
Development of transferable skills relevant for the teaching practice.
1. Scientific dissemination and contemporaneity
2. The role of several subject fields in scientific dissemination.
3. The different science fields in the context of scientific dissemination (mathematics, physics, astronomy, chemistry, biology, geosciences).
4. Interactive spaces of scientific dissemination and their potentialities.
5. Past, present and future of scientific literacy.
- Theoretical presentations.
- Research assignments, individual and group, presentations and debates.
- Individual research and reflection assignments.
- The central contents of this curricular unit are mainly taught during classes, but not exclusively. Field trips to museums and other scientific dissemination spaces may also take place.
- The CU will have a modular component with both the attendance of all the students with the several teachers of the subject areas or in specific groups, by preferred subject area.
Lesson 1- (of interdisciplinary nature, with the presence of teachers of all the modules). Presentation of the CU and work plan. General debate under the title "scientific dissemination today" - what exists, expectations, fears and challenges.
Lessons 2 to 4 - Fundaments of science dissemination. Forms of science dissemination: scientific literature, "popularization of science", museums and institutionalization of science. Science dissemination spaces in Portugal: Status and Challenges.
Lessons 5 to 7 - A critical look about scientific communication. Visits to local spaces of sciences dissemination.
Lessons 8 to 14: students are distributed by the modules of mathematics, physics, chemistry, astronomy, geology and biology, in order to develop a project on the “critical evaluation of a scientific dissemination practice”.
General assessment. 2/3 attendance rate.
Students develop and present to the corresponding teacher of the subject area a project under the title: “critical evaluation of a scientific dissemination practice”, which must include an introductory section, up to 3 A4 pages, based on the personal synthesis of the student on the impact of the first 7 classes on multidisciplinary scientific dissemination.
The assignment should include 6 to 12 A4 pages and will be presented orally. It may be an individual or a group assignment.
- 60% assignment (evaluated under three criteria):
a) Scientific accuracy.
c) Clearness in what concerns the target goal.
- 35% presentation and discussion of the assignment, commitment and active participation in the various activities
- 5% activities participation
In addition to other scientific papers of international journals in scientific dissemination to be suggested for each module, the bibliography includes:
Ambrose, T., & Paine C. (2006). Museum basic. London: Routledge Taylor & Francis.
Araújo, Dias & Coutinho (2006). Comunicar Ciência (Guia Teórico & Guia Prático).FCT.
Bauer, M. (2000). Science in the Media as a Cultural Indicator: Contextualizing Surveys with Media Analysis. In M. Dierkes & C. von Grote (eds.), Between Understanding and Trust. The Public, Science and Technology. Amsterdam: Harwood.
Behrends, E., Crato, N.,& Rodrigues, J. F. (2012). Raising Public Awareness of Mathematics. Springer, 2012.
Bucchi, M., & Trench, B. (2008). Handbook of Public Communication of Science and Technology. London & New York: Routledge.
European Commission (2004). Guide to Successful Communications.
Gonçalves, M.E. (2002) (org.) Os Portugueses e a Ciência , Lisboa: Dom Quixote.
Gregory, J., Miller, S. (1998) Science in Public: communication, culture and credibility New York: Plenum.
Pereira, D. C. (2007). Nova educação, nova ciência, nova sociedade. Porto: Editora UP.