30 anos de Formação de Professores na 
Faculdade de Ciências

A 23 de Outubro de 1971 foram criados por decreto lei os Ramos Educacionais nas Faculdades de Ciências.

A 23 de Outubro de 2001 dá-se o inicio das comemorações do 30º aniversário na Faculdade de Ciências de Lisboa.

Programa de comemorações: Colóquios, Seminários, Festa.

Actividades Realizadas

• DATA A ANUNCIAR - 3º Simpósio sobre o Ensino das Ciências e da Matemática - Formação de Professores: Percursos e Desafios.

Actividades já realizadas

• Dia 23 de Outubro, às 18 horas
  • Convidados alunos das licenciaturas de ensino, mestrados e docentes a um "Fim de Tarde" (merenda ajantarada) no edifício C7 da Faculdade de Ciências.
• No dia 5 de Novembro, às 17 horas no anfiteatro 1.3.33 teve lugar uma conferência da Prof. Sandra K. Abell - "University-School Partnerships: Idealists, Identities, and Ideologies". Esta conferência insere-se nas comemorações dos 30 anos e foi proporcionada pelo projecto do centro "Intercâmbio", financiado pela F.C.T., que é liderado pela Prof. Ana Freire e tem como outros membros a Prof. Mariana Pereira e a Dra. Conceição Vilela.

  Sandra K. Abell é
  Professor of Science Education
  Director, Southwestern Bell Science Education Center
  Past President, National Association for Research in Science Teaching.
  
  Abstract: 
  What does it mean for university faculty members and school teachers to collaborate? What happens as participants engage in collaborative projects? How can we study collaboration in order to improve it? These are the questions that will frame this presentation. I will begin with a brief history of the school-university partnership movement in the US. Next, I will describe my work at two levels. First I will document the process that one research university used to build a partnership program, including the idealist vision that guided our work. Second I will discuss my experiences acting as collaborator in elementary science teaching, where identities and ideologies influenced the relationships that were built. Finally I will present issues that arise when carrying out teacher research, including the dilemmas of ownership and multiple purposes.
  

• Dia 14 de Novembro, Colóquio "Globalização - Cidadania - Educação"
• Dia 2 de Fevereiro - Almoço com antigos alunos do Ramo Educacional e Licenciaturas em Ensino. Inscrições fbrejo@fc.ul.pt.
• Dia 8 de Fevereiro realiza-se o primeiro encontro do ciclo de conferências com a presença do Professor Wolff-Michael Roth da Universty of Victoria (Canada). A sua conferência será subordinada ao tema "Situated Knowing and Learning during Science Laboratory Activities: Models, Methods, and Examples" e terá lugar no Departamento de Educação, Piso 3 entre as 15h e 17:30h.
  
  Abstract
  Situated Knowing and Learning during Science Laboratory Activities: Models, Methods, and Examples
  
  Wolff-Michael Roth
  University of Victoria
  Hands-on activities are said to help students learn science concepts. How doing something with your hands is supposed to help abstract thinking is not clear; correlatively, most science teachers consider laboratory activities as add-ons and fun, but with little benefit for doing better on tests. In recent years, researchers have come to understand cognition as a situated and distributed process. I present a model of and a methodology for studying situated knowing and learning as they arise from laboratory activities in school science. The model allows me to make a direct connection between manual activity and conceptual understanding. I use case studies from an extensive database established during a four-month study of learning during school science laboratory activities to illustrate both model and method. In addition, the case studies illustrate cognitive development of different types at shorter and longer time scales. As students engage science activities, the entities that they are attuned to change in character and kind, which affords changes in their cognitive development. Collective activities, including discussions with a teacher or peer, coordinate and scaffold the complexity of individual cognition.

• Dia 17 de Maio - Professor Glen Aikenhead - Ensino das Ciências - Universidade de Saskatchewan - Canadá
  
  Renegotiating the Culture of School Science

• Dia 24 de Maio - Professor Heinz Steinbring - Ensino da Matemática - Universidade de Dortmund - Alemanha
  
  Elements of Epistemology-based Mathematics, Interaction Research : Theorectical Issues and Classroom Examples

• Dia 3 de Junho - 15h  - Professor Peter Gates - Ensino da Matemática - Universidade de Nottingham - GB
  
  Why should we be concerned about the pupils home background? The Social World of the Education Issues of Equity in teaching and learning -defining the problem, seeking solutions.