Class Didactics of Informatics II

The course unit Didactics of Informatics II is part of the Master's in Teaching Informatics (2nd semester) and continues the didactic-techno-pedagogical (TPACK) training begun in Didactics of Informatics I, deepening the analysis of curriculum topics for the Informatics subject group in basic, secondary and vocational education. It focuses on designing learning scenarios, assessing learning in Computer Science, pedagogically integrating Artificial Intelligence and other emerging technologies, and applying active pedagogical models, always in articulation with the European DigCompEdu framework. Taught in the 2nd semester, it consolidates and deepens the competences developed in the preceding course unit, preparing students to design and test grounded didactic-technological interventions.

Not applicable

Theme 1 - Core curriculum topics in Computer Science teaching (Programming, Computer Architecture, Web Design, other educational software), linking CK-PK-TK. Theme 2 - Learning Scenarios: concept and implementation in planning thematic units, with PBL, flipped classroom, LMS and learning analytics. Theme 3 - Assessment of learning in Computer Science: methods and instruments, formative and summative assessment, TPACK rubrics and e-portfolios. Theme 4 - AI in education and society: epistemological foundations, pedagogical applications, ethical challenges, generative AI, recommendation algorithms and digital citizenship. Theme 5 - Active pedagogical models in Computer Science teaching: case analysis, simulations, micro-teaching and 360° feedback. Theme 6 - DigCompEdu European Framework: structure, competence areas, self-assessment and professional development plans.

Flipped classroom and documentary research remain structuring axes, deepened through co-creation and CK-PK-TK articulation. a) Flipped classroom: collaborative curation of reference documents, multimodal summaries produced before class; in class, rotating facilitation and co-construction of didactic-technological micro-modules, tested in real or simulated contexts and published on Moodle with a reflective record. b) Documentary research: structured review of academic sources, evidence maps and design recommendations, tried out and reflected upon in a report published on Moodle. c) DigCompEdu as a longitudinal reference: initial 360° diagnosis, SMART goals, a reflective e-portfolio by competence area, and a final progress report. Portuguese curricular documents are used transversally when planning learning scenarios.

Cheng (2019). Factors influencing acceptance of visual programming environment in primary schools. Computers in Human Behavior, 92, 361-372. Dagiene, Hromkovi¿ & Lacher (2021). Designing informatics curriculum for K-12 education. Informatics in Education, 20(3), 333-360. DGE (2020). Aprendizagens essenciais na disciplina de TIC. European Commission (2020). Digital Action Plan 2021-2027. Lucas & Moreira (2018). DigCompEdu: quadro europeu de competência digital para educadores. UNESCO (2018). ICT Competency Framework for Teachers. Mishra & Koehler (2006). Technological pedagogical content knowledge. Teachers College Record, 108(6), 1017-1054. Ribeiro & Piedade (2021). Revisão de estudos sobre TPACK na formação de professores no Brasil e em Portugal. Educação em Questão, 59(59), 1-26. Sentance, Barendsen, Howard & Schulte (2023). Computer Science Education: Perspectives on Teaching and Learning in School. Bloomsbury.