|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||11||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|
|João Carlos de Matos Paiva||1,26|
|José Carlos de Sousa Oliveira Santos||1,38|
|Maria João Faria Leite Dias dos Santos||1,25|
|Mário João Pires Fernandes Garcia Monteiro||1,25|
|Paulo Simeão de Oliveira Ferreira de Carvalho||2,00|
|Carla Susana Lopes Morais||0,54|
|Clara Maria da Silva de Vasconcelos||1,25|
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.
- 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”.
|Apresentação/discussão de um trabalho científico||3,00|
|Frequência das aulas||35,00|
|Trabalho de campo||35,00|
|Trabalho de investigação||60,00|
General assessment. 2/3 attendance rate.
Students develop and present work that will necessarily include:
a) an introductory section of no more than 3 A4 pages, based on the personal synthesis on the impact of the first 7 classes on multidisciplinary scientific dissemination.
b) planning and description of the visit to a space of scientific dissemination chosen by each student with the respective analysis of: good examples of museological transposition / social and interactive interactions in science dissemination; examples and implications. Collection of solutions / inspirations.
c) the selection, by the students, of a scientific subject in the disciplinary area of the specific component of the UC that they consider deserving to be worked / divulged:
- Justification of the choice of theme (experience, perspectives and expectations)
- Perspectives of a possible way to disseminate it (location, support, target audience, possible differentiated strategies).
d) the prototyping / sketching of the interactive module for a museum according to the theme chosen initially and explaining the technological and museological solutions "absorbed" in the visit(s).
The paper should have between 6 and 12 A4 pages, to be delivered in digital format and will be presented orally.
Formula of calculation of the final evaluation
- 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.