A Integração curricular da demonstração

Neste artigo, são discutidos os conceitos de demonstração e de esquema demonstrativo, bem como a relevância curricular da demonstração e os contextos favoráveis à sua aprendizagem. Alguns dos resultados do estudo, relativamente ao papel da demonstração no currículo, bem como ao modo como se desenvolveu o processo demonstrativo, são apresentados e discutidos. A metodologia adotada no estudo teve uma natureza interpretativa e os participantes no estudo foram uma turma de 9.º ano e a respetiva professora de Matemática. As conclusões do estudo apontam para o facto de os alunos tenderem a usar exemplos particulares para validar as suas afirmações matemáticas. Apontam ainda para as múltiplas funções da demonstração nas tarefas em que esta surgiu como um meio de descoberta da solução do problema. Sugerem também que a introdução e a negociação da importância da demonstração implicam uma intervenção curricular, na qual a professora detém um papel fundamental.

Integrated didactics: an example of a curriculum model enhancing knowledge crossing

In this paper, we introduce an innovative course in the Portuguese Context, the Master's Course in “Integrated Didactics in Mother Tongue, Maths, Natural and Social Sciences”, taking place at the Lisbon School of Education and discussing in particular the results of the evaluation made by the students who attended the Curricular Unit - Integrated Didactics (CU-ID). This course was designed for in-service teachers of the first six years of schooling and intends to improve connections between different curriculum areas. In this paper, we start to present a few general ideas about curriculum development; to discuss the concept of integration; to present the principles and objectives of the course created as well as its structure; to describe the methodology used in the evaluation process of the above mentioned CU-ID. The results allow us to state that the students recognized, as positive features of the CU-ID, the presence in all sessions of two teachers simultaneously from different scientific areas, as well as invitations issued to specialists on the subject of integration and to other teachers that already promote forms of integration in schools. As negative features, students noted a lack of integrated purpose, applying simultaneously the four scientific areas of the course, and also indicated the need to be familiar with more models of integrated education. Consequently, the suggestions for improvement derived from these negative features. The students also considered that their evaluation process was correct, due to the fact that it was focused on the design of an integrated project for one of the school years already mentioned.

PBL in healthcare sciences: a case study on curriculum innovation

Students of a Cardiopulmonary Sciences curriculum in a Portuguese higher education institution have shown poor learning outcomes and low satisfaction on a course about lung function tests. A transmissive pedagogical approach, mainly based on lectures, was the common teaching practice. Aiming for a change, PBL was considered as a powerful alternative and also as a contribution for progressively innovating the curriculum. Purpose: to create PBL activities in a lung function tests course. to describe their implementation, to analyse the effects of PBL integration in students’ performance and attitudes, to characterize the generated learning environment.