Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.21/5380
Título: Integrated didactics: an example of a curriculum model enhancing knowledge crossing
Autor: Gonçalves, Carolina
Almeida, António
Rodrigues, Margarida
Dias, Alfredo
Palavras-chave: Higher education
Curriculum models
Kknowledge integration
Curriculum evaluation
Data: Nov-2015
Editora: ATED
Citação: Gonçalves, C., Almeida, A., Rodrigues, M., & Dias, A. (2015). Integrated didactics: An example of a curriculum model enhancing knowledge crossing. In ICERI2015 Proceedings (pp. 8118-8125). Seville: IATED. ISBN: 978-84-608-2657-6
Resumo: 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.
Peer review: yes
URI: http://hdl.handle.net/10400.21/5380
ISBN: 978-84-608-2657-6
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