PEDAGOGY OF KNOWLEDGE
PEDAGOGIA DEI SAPERI
| A.Y. | Credits |
|---|---|
| 2020/2021 | 8 |
| Lecturer | Office hours for students | |
|---|---|---|
| Monica Tombolato | by appointment to be agreed by e-mail |
| Teaching in foreign languages |
|---|
|
Course with optional materials in a foreign language
English
This course is entirely taught in Italian. Study materials can be provided in the foreign language and the final exam can be taken in the foreign language. |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
The course pursues the following learning objectives:
- to acquire the fundamental theoretical concepts (epistemological, pedagogical and didactic) of the Pedagogy of Knowledge;
- to know and analyse the educational and didactic problems related to the transmission of knowledge;
- to know and discuss the role of an adequate scientific literacy for the exercise of citizenship rights and duties;
- to know and analyse the problems connected to the selection and didactic reconstruction of knowledge, (with particular attention to the scientific one) in relation to its teaching and learning
Program
The course provides a reflection on knowledge from an epistemological and pedagogical point of view. To this end, the first part of the course will address the problems and objects of the Pedagogy of Knowledge, the heuristic devices and the places where knowledge is transposed. The second part of the course will focus on the knowledge of scientific knowledge. In particular, some key issues related to the acquisition of a scientific literacy appropriate to the informed and responsible exercise of citizenship rights and duties will be addressed from an epistemological and didactic perspective.
The course addresses the following themes:
Objects and problems of knowledge pedagogy
- Knowledge as autopoietic systems
- Knowledge and technique
- Knowledge and mind
Public epistemologies
- The paradox of knowledge
- Conservation and innovation
Personal epistemologies
- Implicit philosophies
- The notion of the relationship to knowledge
Places where knowledge is transmitted
- The museum
- The Library
- The School: Criteria for the identification and the didactic translation of knowledge
Teaching and learning in the knowledge society
- knowing knowledge to educate understanding
- a case study: naive physics
- knowledge and didactics
Physics as sovoir savant: an epistemological analysis
- the scientific representation of reality through models
- the scientific community and the sharing of practices
Implications for the teacher's didactic action
- the didactic transposition of mathematical physics: epistemological and pedagogical constraints
- the didactic triangle: the students' frame theories, the teachers' images of science, the shared common ground
Bridging Courses
None.
Learning Achievements (Dublin Descriptors)
Knowledge and understanding:
At the end of the course the student must have understood the analogy between knowledge and systems; they must know the definition of knowledge as organized systems of knowledge and must have understood its pedagogical implications; they must recognize disciplinarity and interdisciplinarity as constitutive characteristics of knowledge production practices; they must know the heuristic devices of the Pedagogy of Knowledge; they must have understood the distinction between information and knowledge; They must have understood the role of science and knowledge in the exercise of active and responsible citizenship; they must have understood the influence of naive knowledge on students' formal learning; they must have understood the concept of scientific representation and the function of models in science; they must have understood the role of epistemological and pedagogical constraints in the transposition of mathematical physics.
Making judgements:
At the end of the course the student must show the aptitude to: critically evaluate the appropriateness of epistemological and pedagogical choices in the didactic selection and translation of knowledge; critically evaluate their personal epistemologies through a comparison with public images of the disciplines, in particular of scientific ones.
Communication skills:
At the end of the course the student must have acquired: the ability to communicate using a specific disciplinary language; the ability to provide sound and coherent argumentations about the epistemological and pedagogical choices related to knowledge transmission processes.
Learning skills:
At the end of the course the student will have acquired: full autonomy in reading the study materials related to the course; the ability to search independently for information evaluating the authoritativeness of the sources.
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Supporting Activities
Additional materials provided by the teacher.
Teaching, Attendance, Course Books and Assessment
- Teaching
- Theory lectures;
- In-depth seminars.
- Attendance
Course attendance is not mandatory.
- Course books
B. Martini, Pedagogia dei saperi. Problemi, luoghi e pratiche per l'educazione, FrancoAngeli, Milano, 2011.
M. Tombolato, La conoscenza della conoscenza scientifica. Problemi didattici, FrancoAngeli, Milano (in print).
- Assessment
Learning objectives are verified through a written examination consisting of three open-ended questions. The duration of the test is 45 minutes.
The evaluation criteria are the following:
- pertinence of the answers to the questions
- exaustiveness of the answers to the questions
- mastery of the disciplinary language
Equal weight is assigned to each criterion. The final evaluation is expressed in thirtieths.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Additional Information for Non-Attending Students
- Teaching
Those unable to attend class lectures will study on their own according to the program outlined in this vademecum and taking into account the files available on the platform Moodle › https://blended.uniurb.it.
- Attendance
Course attendance is not mandatory.
- Course books
B. Martini, Pedagogia dei saperi. Problemi, luoghi e pratiche per l'educazione, FrancoAngeli, Milano, 2011.
M. Tombolato, La conoscenza della conoscenza scientifica. Problemi didattici, FrancoAngeli, Milano (in print).
- Assessment
Learning objectives are verified through a written examination consisting of three open-ended questions. The duration of the test is 45 minutes.
The evaluation criteria are the following:
- pertinence of the answers to the questions
- exaustiveness of the answers to the questions
- mastery of the disciplinary language
Equal weight is assigned to each criterion. The final evaluation is expressed in thirtieths.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
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