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

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)

None.

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.

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

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

Teaching

• 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 Leadership, 44(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.

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.

Teaching

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 Leadership, 44(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.

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.