Learning objectives
At the end of the course the student is expected to be able to:
Know the contents presented in the course literature;
Analyze cases of teaching and educational research and identify the implicit inspirational models;
Apply the knowledge and skills developed to identify strengths, criticalities and development opportunities in typical cases;
Communicate and explain the acquired knowledge and the analyses and applications that the student is able to perform;
Recognize (have metacognitive awareness of) the changes in knowledge and ability of analysis and application promoted by the course.
Prerequisites
No prerequisite is mandatory. It is recommended that the course is taken after:
a period of practice in the following activities work experiences under high school, stage or work-placement;
A deeper analysis of the previous experience and/or an analysis of the students own experiences or difficulties of learning considered particularly relevant during the studies;
The essential knowledge of educational sciences that is provided by the high school level that includes such teachings, by manuals, and by the IDEA course of Pedagogy provided by the University.
Course unit content
The course intends
- to present the historical and theoretical framework and the main fields of teaching strategies and educational research;
- to explore the main dimensions (design, implementative, reflective) of the theory and practice of the teaching strategies didactic;
- to explore the main (qualitative and quantitative) approaches to research in the field of education and propose a critical and pragmatic perspective as a reference paradigm for professional action.
Full programme
No
Bibliography
Bonaiuti G., Calvani A., Ranieri M. (2016), Fondamenti di didattica, Carocci, Roma.
Pastori G. (2017), In ricerca, Junior-Spaggiari, Parma - pp. 75-253
Teaching methods
The course will be developed mainly through lessons accompanied by exercises and in-depth seminars on contents presented in the course literature .
Applied skills, communication and knowledge awareness will be developed through reflective activities, case presentations and analysis, training sessions useful to track the achievement of goals in the field, to provide feedback, to regulate the development of the activity and to simulate the final exam.
Assessment methods and criteria
The final evaluation of the learning takes place with a written test consisting of two open questions (of equivalent weight) about the content of the course; The time available is 60 minutes. Each answer is evaluated on a scale of 0-30, according to the objectives of the course, using a predefined evaluation method made known in online course material on the Elly platform. The final result (vote) is given by the sum of the scores obtained for each answer; Praise is given when the answers have all the highest score and are formulated with a proper use of the disciplinary vocabulary.
The result of the test is communicated by e-mail in time for the eventual registration to the next exam for this course.
In order to obtain the 12 credits for the course didattica generale the student has to pass both modules ‘Elements of didactic and educational research’ and ‘Didactic for skills’. The result of the final test of the module Elemnts of Didactic and educational research is therefore used to calculate the arithmetic mean with that of the module Didactic for skills. It is recommended to follow the modules and carry out the final tests in the above order.
After the may 2018 exam session, the tests of both modules are integrated in an only solution.
Other information
Program, teaching activities and evaluation procedures are the same for attending and non-attending students. The latter can keep up-to-date on teaching activities by consulting Elly's on-line teaching pages that will be updated during the course.
2030 agenda goals for sustainable development
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