Promoting Academic Success: a case study relative to the Chemistry Department of the Faculty of Sciences, University of Porto
Autor(a) principal: | |
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Data de Publicação: | 2000 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17575/rpsicol.v14i2.508 |
Resumo: | The present paper presents the broad lines of a plan for educational intervention in order to improve the situation detected in the Chemistry Department of the Faculty of Sciences, University of Porto, the main characteristic of which was the great “volatility” of its students. The idea is to act in the various aspects of the most important dynamic system in the department (its first degree in Chemistry), using a systematic approach. The most salient aim of this intervention is to increase the students’ motivation, presenting Chemistry in a more attractive way, with a curricular organization based on episodes or chemical storylines, following a tendency that as developed in the UK for Secondary Education that in recent years has been extended to the University’s first years (SALTERS curriculum originated at the Chemistry Department, University of York). The psychological basis of such an highly motivating approach is based on Tuvling’s distinction between semantic and episodic memory, implying that learning is more effective when one constructs his own knowledge, starting from cases or stories and finishing in the concepts. Three types of curricular activities are proposed: the stories – chemical storylines – presented as much as possible in an attractive and motivating newspaper format, covering all the most important chemical related problems of today’s world and everyday life, the chemical ideas, organized similarly to the current textbooks, but with links to the episodical structure of the chemical storylines, and the chemical activities, helping to consolidate the acquired knowledge and aptitudes. The inclusion of tutorial sessions and some other curricular modifications of the course, apart from the above first years ones, are proposed, as well as modifications in the structure of the degree and of the Faculty. DOI: http://dx.doi.org/10.17575/rpsicol.v14i2.508 |
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Promoting Academic Success: a case study relative to the Chemistry Department of the Faculty of Sciences, University of PortoPromover o sucesso académico: Um estudo de caso relativo ao departamento de química da Faculdade de Ciências da Universidade do Porto-The present paper presents the broad lines of a plan for educational intervention in order to improve the situation detected in the Chemistry Department of the Faculty of Sciences, University of Porto, the main characteristic of which was the great “volatility” of its students. The idea is to act in the various aspects of the most important dynamic system in the department (its first degree in Chemistry), using a systematic approach. The most salient aim of this intervention is to increase the students’ motivation, presenting Chemistry in a more attractive way, with a curricular organization based on episodes or chemical storylines, following a tendency that as developed in the UK for Secondary Education that in recent years has been extended to the University’s first years (SALTERS curriculum originated at the Chemistry Department, University of York). The psychological basis of such an highly motivating approach is based on Tuvling’s distinction between semantic and episodic memory, implying that learning is more effective when one constructs his own knowledge, starting from cases or stories and finishing in the concepts. Three types of curricular activities are proposed: the stories – chemical storylines – presented as much as possible in an attractive and motivating newspaper format, covering all the most important chemical related problems of today’s world and everyday life, the chemical ideas, organized similarly to the current textbooks, but with links to the episodical structure of the chemical storylines, and the chemical activities, helping to consolidate the acquired knowledge and aptitudes. The inclusion of tutorial sessions and some other curricular modifications of the course, apart from the above first years ones, are proposed, as well as modifications in the structure of the degree and of the Faculty. DOI: http://dx.doi.org/10.17575/rpsicol.v14i2.508O presente artigo apresenta as linhas gerais de uma intervenção que se destina a melhorar a situação detectada no Departamento de Química da Faculdade de Ciências da Universidade do Porto e caracterizada principalmente por uma grande volatilidade do corpo discente. Procura-se actuar duma forma sistemática em vários aspectos do mais importante sistema dinâmico contido no departamento, a sua licenciatura em Química. A ideia mais saliente desta intervenção é a de criar um aumento da motivação nos alunos, apresentando a Química de uma forma atractiva, organizada curricularmente por episódios ou por histórias químicas, de acordo com uma tendência que se generalizou em Inglaterra, primeiro para o ensino secundário e que agora se tem vindo a expandir aos primeiros anos da universidade (curriculum SALTERS com origem no Departamento de Química da Universidade de Iorque). A base psicológica desta organização, altamente motivadora, é a de que se aprende melhor quando se constrói o próprio conhecimento, caminhando duma perspectiva episódica para uma semântica. Nesta medida existem três tipos de actividades curriculares: (i) as histórias químicas, apresentadas duma forma jornalística, atractiva, motivadora e englobando os importantes problemas sobre que a Química se debruça nos nossos dias; (ii) as ideias químicas, com uma organização semântica semelhante às dos vulgares livros de texto, mas totalmente referenciada à estrutura episódica das histórias; (iii) as actividades químicas, que ajudam a consolidar o conhecimento e as aptidões adquiridas. Propõe-se também a introdução de tutorias e algumas alterações curriculares do curso, bem como das estruturas envolventes das licenciaturas e da faculdade. DOI: http://dx.doi.org/10.17575/rpsicol.v14i2.508Associação Portuguesa de Psicologia2000-12-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17575/rpsicol.v14i2.508https://doi.org/10.17575/rpsicol.v14i2.508PSICOLOGIA; Vol. 14 No. 2 (2000); 159-172PSICOLOGIA; Vol. 14 N.º 2 (2000); 159-1722183-24710874-2049reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revista.appsicologia.org/index.php/rpsicologia/article/view/508https://revista.appsicologia.org/index.php/rpsicologia/article/view/508/285Pereira, Duarte CostaLencastre, Leonor QueirozLemos, Marina SerraGuerra, Marisa Pristainfo:eu-repo/semantics/openAccess2023-11-09T12:50:23Zoai:oai.appsicologia.org:article/508Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:10:20.260324Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Promoting Academic Success: a case study relative to the Chemistry Department of the Faculty of Sciences, University of Porto Promover o sucesso académico: Um estudo de caso relativo ao departamento de química da Faculdade de Ciências da Universidade do Porto |
title |
Promoting Academic Success: a case study relative to the Chemistry Department of the Faculty of Sciences, University of Porto |
spellingShingle |
Promoting Academic Success: a case study relative to the Chemistry Department of the Faculty of Sciences, University of Porto Pereira, Duarte Costa - |
title_short |
Promoting Academic Success: a case study relative to the Chemistry Department of the Faculty of Sciences, University of Porto |
title_full |
Promoting Academic Success: a case study relative to the Chemistry Department of the Faculty of Sciences, University of Porto |
title_fullStr |
Promoting Academic Success: a case study relative to the Chemistry Department of the Faculty of Sciences, University of Porto |
title_full_unstemmed |
Promoting Academic Success: a case study relative to the Chemistry Department of the Faculty of Sciences, University of Porto |
title_sort |
Promoting Academic Success: a case study relative to the Chemistry Department of the Faculty of Sciences, University of Porto |
author |
Pereira, Duarte Costa |
author_facet |
Pereira, Duarte Costa Lencastre, Leonor Queiroz Lemos, Marina Serra Guerra, Marisa Prista |
author_role |
author |
author2 |
Lencastre, Leonor Queiroz Lemos, Marina Serra Guerra, Marisa Prista |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Pereira, Duarte Costa Lencastre, Leonor Queiroz Lemos, Marina Serra Guerra, Marisa Prista |
dc.subject.por.fl_str_mv |
- |
topic |
- |
description |
The present paper presents the broad lines of a plan for educational intervention in order to improve the situation detected in the Chemistry Department of the Faculty of Sciences, University of Porto, the main characteristic of which was the great “volatility” of its students. The idea is to act in the various aspects of the most important dynamic system in the department (its first degree in Chemistry), using a systematic approach. The most salient aim of this intervention is to increase the students’ motivation, presenting Chemistry in a more attractive way, with a curricular organization based on episodes or chemical storylines, following a tendency that as developed in the UK for Secondary Education that in recent years has been extended to the University’s first years (SALTERS curriculum originated at the Chemistry Department, University of York). The psychological basis of such an highly motivating approach is based on Tuvling’s distinction between semantic and episodic memory, implying that learning is more effective when one constructs his own knowledge, starting from cases or stories and finishing in the concepts. Three types of curricular activities are proposed: the stories – chemical storylines – presented as much as possible in an attractive and motivating newspaper format, covering all the most important chemical related problems of today’s world and everyday life, the chemical ideas, organized similarly to the current textbooks, but with links to the episodical structure of the chemical storylines, and the chemical activities, helping to consolidate the acquired knowledge and aptitudes. The inclusion of tutorial sessions and some other curricular modifications of the course, apart from the above first years ones, are proposed, as well as modifications in the structure of the degree and of the Faculty. DOI: http://dx.doi.org/10.17575/rpsicol.v14i2.508 |
publishDate |
2000 |
dc.date.none.fl_str_mv |
2000-12-01 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
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article |
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publishedVersion |
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https://doi.org/10.17575/rpsicol.v14i2.508 https://doi.org/10.17575/rpsicol.v14i2.508 |
url |
https://doi.org/10.17575/rpsicol.v14i2.508 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revista.appsicologia.org/index.php/rpsicologia/article/view/508 https://revista.appsicologia.org/index.php/rpsicologia/article/view/508/285 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Associação Portuguesa de Psicologia |
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Associação Portuguesa de Psicologia |
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PSICOLOGIA; Vol. 14 No. 2 (2000); 159-172 PSICOLOGIA; Vol. 14 N.º 2 (2000); 159-172 2183-2471 0874-2049 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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