DIDACTICS OF KNOWLEDGE ADVANCED COURSE
DIDATTICA DEI SAPERI CORSO AVANZATO
| A.Y. | Credits |
|---|---|
| 2021/2022 | 6 |
| Lecturer | 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
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
The course aims to promote the understanding of the main curriculum theories, the understanding of the integrated curriculum perspective, the understanding and application of the methodological principles of curricular design.
In particular, the course is aimed at:
- advanced knowledge of the the main curriculum theories (from curriculum movement to the present day);
- the understanding of the disciplinarity/interdisciplinarity dialectic within the curriculum
- the understanding and analysis of curriculum integration devices
- the design of integrated curricular models.
Program
The course programme is focused on the key concept of curriculum. In particular, by reading some classical works on the subject, the historical genesis of the concept and the fundamental theories of the curriculum will be addressed. Subsequently, the concept of an integrated curriculum is addressed, which offers an updated view of the curriculum suitable to meet current training needs. During the course, professionalising tasks related to integrated curriculum design will be proposed.
The course consists of 18 lectures of 2 hours each and is divided into two parts: the genesis of the curriculum construct in the Sixties and Seventies; the integrated curriculum construct as a device for curricular design adapted to current social and cultural needs.
The course addresses the following topics:
1. Course presentation
First part. The curriculum. Genesis, Principles, Theories
2. J. Bruner, The Educational Process After Dewey
3. L. Stenhouse, An introduction to curriculum research and development
4. J. Schwab, The structure of disciplines
5. R. C. Whitfield, The Crisis of Curriculum
6. K. Frey, Curriculum Theories: The Concept of Curriculum and Problem Fields and Tasks of Curriculum Theories
7. A. and H. Nicholls, The need for curriculum development
Second part. The integrated curriculum
8. Role of the school in the current social context
9. Emergencies and educational instances
10. Evolution of knowledge
11. The curricular dimension of the school
12. The concept of curricula today
13. Historical background of curricular integration
14. Current models of curricular integration
15. An integrated curriculum hypothesis: principles
16. An integrated curriculum hypothesis: operational devices
17. Quality of curricular integration
18. Programme summary
Bridging Courses
None
Learning Achievements (Dublin Descriptors)
Knowledge and understanding:
At the end of the course the student must have understood the genesis of the curriculum construct; he must have acquired knowledge of the main curriculum theories; he must know the curricular design devices; he must have understood the integrated curriculum construct and its characteristics.
Applying knowledge and understanding:
At the end of the course the student will have to demonstrate the ability to:
identify the field of curriculum problems through the analysis of educational contexts; elaborate design hypotheses based on different curriculum theories; analyze real curricula and redesign them in an integrated way; elaborate integration hypotheses between different curriculum disciplines in line with the educational objectives of the humanities area.
Making judgements:
At the end of the course the student will have to demonstrate the ability to:
critically assess the adequacy of teaching choices related to advanced curricular design; identify the more appropriate operational devices for the
implementation of integrated curricular models; assess the quality of curricular integration.
Communication skills:
At the end of the course the student must have acquired: the ability to communicate through the use of a specific evolved disciplinary language; the ability to argue curricular design choices in relation to the field of school problems.
Learning skills:
At the end of the course the student will have acquired full autonomy in reading the study materials and didactic materials related to the course; the ability to evaluate the impact of certain didactic choices on curricular design.
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
Teaching, Attendance, Course Books and Assessment
- Teaching
Frontal Lessons
In-depth thematic seminars
During the lessons some professionalizing tasks will be carried out that will be part of the evaluation of the examination test
- Attendance
None
- Course books
B. Martini, M.C. Michelini (2020), Il curricolo integrato, Milano, Franco Angeli (tuttora in fase di stampa)
J. Bruner (2000), Il processo Educativo dopo Dewey, Roma, Armando Editore (ed. or. 1960-1977), pp. 19-56.
3. L. Stenhouse (1971), Dalla scuola del programma alla scuola del curricolo, Roma, Armando Editore (ed. or. 1971), pp. 14-40.
4. J. Schwab, La struttura delle discipline, pp. 1-27.
5. R. C. Whitfield (1982), Il curricolo in crisi, in , R. C. Whitfield (1971) (a cura di), Programmazione del curricolo e discipline di insegnamento Firenze, La Nuova Italia, pp. 7-48.
6. K. Frey (1977), Campi problematici e compiti delle teorie curricolari , in K. Frey, Teorie del curricolo, Milano, Feltrinelli (ed. or. 1971), pp. 76-92.
7. A. e H. Nicholls, La necessità di elaborazione di un curricolo
Optional material in English:
Tas, I. D., Yetkiner, A., & Ince, M. The Analysis of Articles Related to Curriculum and Instruction Field in Educational Researcher Journal (open access).
- Assessment
The learning objectives are verified through an oral interview in which the Professionalizing Tasks will be discussed.
The oral examination, including the discussion of the Tasks, will be assessed according to the following criteria:
- relevance, effectiveness and degree of articulation of responses in relation to the content of the programme
- adequacy of disciplinary language used
- ability to apply the knowledge acquired with reference to different educational and professional contexts
- ability to critically discuss the issues
- completeness, adequacy and originality of the products
- 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.
Additional Information for Non-Attending Students
- Teaching
Frontal Lessons
In-depth thematic seminars
- Attendance
None
- Course books
B. Martini, M.C. Michelini (2020), Il curricolo integrato, Milano, Franco Angeli (in Print)
J. Bruner (2000), Il processo Educativo dopo Dewey, Roma, Armando Editore (ed. or. 1960-1977), pp. 19-56.
3. L. Stenhouse (1971), Dalla scuola del programma alla scuola del curricolo, Roma, Armando Editore (ed. or. 1971), pp. 14-40.
4. J. Schwab, La struttura delle discipline, pp. 1-27.
5. R. C. Whitfield (1982), Il curricolo in crisi, in , R. C. Whitfield (1971) (a cura di), Programmazione del curricolo e discipline di insegnamento Firenze, La Nuova Italia, pp. 7-48.
6. K. Frey (1977), Campi problematici e compiti delle teorie curricolari , in K. Frey, Teorie del curricolo, Milano, Feltrinelli (ed. or. 1971), pp. 76-92.
7. A. e H. Nicholls, La necessità di elaborazione di un curricolo
Optional material in English:
Tas, I. D., Yetkiner, A., & Ince, M. The Analysis of Articles Related to Curriculum and Instruction Field in Educational Researcher Journal (open access).
- Assessment
The learning objectives are verified through an oral interview in which the Professionalizing Tasks will be discussed.
The oral examination, including the discussion of the Tasks, will be assessed according to the following criteria:
- relevance, effectiveness and degree of articulation of responses in relation to the content of the programme
- adequacy of disciplinary language used
- ability to apply the knowledge acquired with reference to different educational and professional contexts
- ability to critically discuss the issues
- completeness, adequacy and originality of the products
- 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.
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