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Opção 3 ( Educação e Inteligências Múltiplas ) - Ciências da Educação - Sem Ramos - Especialidades


7.5
ECTS / Credit Units
Year: 3 / 1º Semestre
Plan: 2016/17
Scientific Area: EDU
Level: Básico

Semestral Hour Load

Theorical:
Theorical-Pratical: 60.00
Pratical and Laboratorial:
Fieldwork:
Seminar:
Internship:
Tutorial: 3.00

 

Assigned Internship Hours:
Assigned Projects Hours:
Assigned Fieldwork Hours:
Assigned Study Hours:
Assigned Evaluation Hours:
Others:

Degree having this Course

Degree - Branch Degree Plan Year
Ciências da Educação - Sem Ramos - Especialidades 2016/17

Teaching Staff

Lúcia do Rosário Cerqueira de Miranda
Lúcia do Rosário Cerqueira de Miranda


Responsibilities:
Regência
Responsável pelas Pautas
Ensino teórico-prático

Course Information

Course Objectivs

Reflecting on the new emerging paradigms of education;
Knowing how to define and characterize the different multiple intelligences proposed by Howard Gardner;
Know and be able to explain the education model defended by theorists IM.
Knowing the different intervention programs based on the theory of Multiple Intelligence;
Able to adapt and implement intervention programs based on the theory of Multiple Intelligence;
Being able to build new forms of appropriate evaluation of projects under study.

Evaluation Criteria

The evaluation will be a more active participation of students (critical review and practical work) and a written test.

Program Resume (get program detail)

1. New educational paradigms
1.1. Epistemology, science and interdisciplinarity
1.2. The Education of current needs
2. Theory of Multiple Intelligences
2.1. Definition of intelligence
2.2. Criteria for the definition of an intelligence
2.3. The different types of intelligence: definition and characterization
2.4. Implications of I M in education
2.5. Principles that must underpin assessment
3. The model "Teachinf for Understanding" (Tfu)
3.1. Definition of understanding
3.2. Model components:
3.2.1. Generative topics
3.2.2. Centered objectives in understanding
3.2.3. Performances of understanding
3.2.4. Assessment step by step
4. Projects based on IM
4.1. Project Spectrum
4.2. Project Zero
4.3. Other projects
5. Construction basedos intervention projects in the IM models

Main Bibliography

Ferreira, A., Guisande, M. A., Almeida, L. (2009). Inteligência - Perspectivas Teóricas. Coimbra: Edições Almedina.
Gardner, H. (1983/1993). Frames of the mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: BasicBooks.
Gardner, H. (1995). Inteligencias múltiplas. La teoria en la prática (Vol. 29).Barcelona: Paidós.
Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon Schuster.
Gardner, H., Kornhaber, M. &,  Winner, E. (2013). Work, and Life: A Festschrift on the Occasion of Howard Gardner?s 70th Birthday. New York: CreateSpace Independent Publishing Platform.
Krechevsky, M. (1994). Project spectrum. Cambridge : Harvard Project Zero
Moraes, M. C. (2002). O paradigma educacional emergente. São Paulo: Papirus.
Morin, E. (2004). Os sete saberes para a educação do futuro. Lisboa: Edições Piaget.

Other Biographical Sources / Support Documents

Ferreira, A., Guisande, M. A., Almeida, L. (2009). Inteligência - Perspectivas Teóricas. Coimbra: Edições Almedina.
Gardner, H. (1983/1993). Frames of the mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: BasicBooks.
Gardner, H. (1995). Inteligencias múltiplas. La teoria en la prática (Vol. 29).Barcelona: Paidós.
Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon Schuster.
Gardner, H., Kornhaber, M. &,  Winner, E. (2013). Work, and Life: A Festschrift on the Occasion of Howard Gardner?s 70th Birthday. New York: CreateSpace Independent Publishing Platform.
Krechevsky, M. (1994). Project spectrum. Cambridge : Harvard Project Zero
Moraes, M. C. (2002). O paradigma educacional emergente. São Paulo: Papirus.
Morin, E. (2004). Os sete saberes para a educação do futuro. Lisboa: Edições Piaget.

Student Support

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