Università degli Studi di Urbino Carlo Bo / Portale Web di Ateneo


GENERAL DIDACTICS
DIDATTICA GENERALE

A.Y. Credits
2021/2022 6
Lecturer Email Office hours for students
Berta Martini Wednesdays (2-4 pm) by appointment via Email
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

Education Sciences for Nursery and Primary School (LM-85bis)
Curriculum: PERCORSO COMUNE
Date Time Classroom / Location
Date Time Classroom / Location

Learning Objectives

The course deals with the fundamental theoretical and methodological principles of Didactics as science of teaching. Within this framework, the course fosters the theoretical and methodological mastery of the following topics:

  • historical development of the discipline 
  • main historical moments of the discipline and its protagonists
  • didactic devices and curriculum design tools with reference to the main taxonomies
  • various types of learning environments
  • the concept of didactic transposition (ascending and descending)
  • the difference between General didactics and Disciplinary didactics
  • Instructional Technologies

Program

The course aims to address the main themes of General Didactics. Much space will be devoted to the analysis of concrete examples of teaching situations and specific curriculum design tools. In particular, the teaching situations will be an important starting point for reflecting about:

  • Basic teaching concepts;
  • Basic teaching devices;
  • Didactic analysis tools for teaching situations;
  • Relationship between educational decisions and context variables.

The course consists of 18 lessons of two hours each. The organization of the lessons is as follows:

  • Introduction to the course: themes, teaching methods, texts and examination methods (1 lesson).
  • Historical and theoretical framework of Didactics (2 lessons)
  • Educational design models (4 lessons)
  • Interaction and didactic mediation (4 lessons)
  • Disciplinary teaching (2 lessons)
  • PBL. Problem Based Learning (3 lessons)
  • Synthesis of the program (2 lessons)

Bridging Courses

None.

Learning Achievements (Dublin Descriptors)

In relation to the discipline the student will have to show:

  • the mastery of basic knowledge related to the current epistemological discipline structure with particular reference to its constituent elements (objects, problems and teaching methods);
  • the understanding of the epistemological concepts, educational and teaching provided by the course; provide examples of didactic transposition based both in the epistemological sense both in educational sense; be able to analyze a school curriculum or teaching plan, identifying any weaknesses and strengths;
  • the ability to use knowledge and concepts that allow to reason according to the specific logic of the discipline. Must be able, in particular: to use knowledge and concepts for the curricular design, to identify appropriate design methodologies to the context, to simulate the design of curricular segments, envisage some design assumptions that include more training places.

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

Textbooks supported by the material discussed in class and material uploaded in blended learning.


Didactics, Attendance, Course Books and Assessment

Didactics
  • Frontal lessons
  • In-depth seminars
  • PBL
Attendance

None.

Course books

Bonaiuti G., Calvani A., Ranieri M, Fondamenti di didattica, Carocci, Milano, 2016, pp. 231; 

A. Lotti, Problem-Based Learning. Apprendere per problemi a scuola: guida al PBL per l'insegnante, FrancoAngeli, Milano, 2018, pp. 196.

Optional material in English:

Tyler, R. W. (1987). The Five Most Significant Curriculum Events in the Twentieth Century. Educational Leadership44(4), 36-38 (uploaded in blended learning)

Assessment

The evaluation will be done through a written test composed of three open questions. The time available to answer the questions is 45 minutes.

The evaluation criteria are as follows:

  • the relevance and effectiveness of the responses in relation to the contents of the program;
  • the level of articulation of the answer,
  • the adequacy of the language used.

The final evaluation is expressed in thirtieths.

Additional Information for Non-Attending Students

Didactics

Non-attending students are invited to consult the teaching material uploaded on Moodle (slides discussed in class, examples of didactic situations, etc.) through which it will be possible to deepen the study of the volumes indicated in the section "Study Texts".

Attendance

None.

Course books

Bonaiuti G., Calvani A., Ranieri M, Fondamenti di didattica, Carocci, Milano, 2016, pp. 231; 

A. Lotti, Problem-Based Learning. Apprendere per problemi a scuola: guida al PBL per l'insegnante, FrancoAngeli, Milano, 2018, pp. 196.

Optional material in English:

Tyler, R. W. (1987). The Five Most Significant Curriculum Events in the Twentieth Century. Educational Leadership44(4), 36-38 (uploaded in blended learning)

Assessment

The evaluation will be done through a written test composed of three open questions. The time available to answer the questions is 45 minutes.

The evaluation criteria are as follows:

  • the relevance and effectiveness of the responses in relation to the contents of the program;
  • the level of articulation of the answer,
  • the adequacy of the language used.

The final evaluation is expressed in 30ths.

« back Last update: 25/08/2021

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