The course aims to provide students with:

the theoretical and applied bases of geography in order to acquire professionalism on environmental and territorial issues and on the problems of socio-spatial complexity;

the theoretical foundations and practical implications of teaching geography and cartography.

The geographical bases.

Geography: spirit, purpose, method. Man and the climate. The man and the waters. Man and the soil. Man and biological resources.

The didactic bases.

Educational role of geography. Teaching-learning. Act competently. Laboratory perspective and essential concepts for a geographical laboratory. The classroom as a research laboratory.

Cartographic bases.

Data and statistics in graphic and cartographic representation. Reading and interpretation of geographical maps. Cartography and statistical tools.

Nothing.

Acquisition of appropriate knowledge and skills for teaching geography/geography didactics:

- know and use the concepts, methods and vocabulary of geography

- describe, interpret and communicate clearly problems of the contemporary world

- know the objectives of geographical education and be able to plan a curriculum based on territorial education;

- knowing how to design geography learning units with active and laboratory teaching.

KNOWLEDGE AND UNDERSTANDING:

- the evolution of geographical thought;

- the main lines of the epistemological debate of the discipline;

-territorial problems and reality;

- the interdisciplinarity of geography;

-base of the man-environment system;

-didactic tools (cartographic, iconographic, linguistic-literary, statistical, digital);

- the formative role of geography in the school system and programmes.

KNOWLEDGE AND UNDERSTANDING APPLIED:

- knowledge and understanding of the concepts and theories covered by the course;

- direct and indirect observation skills;

- knowledge and understanding of the relationships and integration between facts and phenomena;

- ability to apply geographical/didactic methods and tools;

- relate geographical knowledge and methods to teaching-learning processes;

- to acquire tools and methods to educate in the protection and respect of the environment, in the civil coexistence of human groups.

MAKING JUDGMENTS:

- Ability to interpret the reasons and mechanisms, often hidden, of the system and of the man-environment relationship;

- ability to find possible solutions to social challenges;

- ability to identify research methodologies suitable for different contexts;

- ability to understand and interpret problems at various scales from local to global;

- ability to examine and interpret themes/projects of vertical and horizontal continuity;

- ability to design research hypotheses to address educational cases.

COMMUNICATION SKILLS:

- Ability to communicate knowledge clearly, with argumentative coherence and with an appropriate and specific disciplinary language.

CAPACITY TO LEARN:

- Ability to autonomously find sources useful for research;

- ability to criticize, elaborate and interpret the phenomena and situations that characterize the discipline;

-use and know how to connect the study material in an organic study project;

-understand the complexity of the relationships between environment-territory-landscape;

-understand the complexity and resilience of the landscape;

- ability to determine, verify and evaluate the effectiveness of certain educational choices;

-good independence in reading and using study materials.

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

Nothing

Teaching

Teaching methods: Lectures with slide projections, graphs, diagrams, geographical and thematic maps, geo-mineralogical finds.

Attendance

Nothing.

Course books

Lupia Palmieri E., Parotto M., Il Globo terrestre e la sua evoluzione, Zanichelli, Bologna, V or VI edition. (Parts to be agreed with the teacher);    

-Ugolini M., Geolab. Laboratorio di Geografia per la scuola di base. Aiutare gli insegnanti ad aiutare gli alunni tra locale e globale, Patron, Bologna, 2020;

-Pongetti C., Bertini A., Ugolini M. (cur.), Dalle Marche al mondo (Sez. 2: Educazione ed epistemologia geografica; 3: Ambiente e sostenibilità; 4: Città e regione; 6: Paesaggio e paesaggi);

-Persi P., Ugolini M., Cartografia in bilico tra fervido passato e nuovi orizzonti, Bologna, Patron, 2022 (Parts to be agreed with the teacher).     

Assessment

Oral examination

Evaluation criteria:

- Relevance of the answers in relation to the contents of the programme;

-Level of articulation and deepening of the answers;

- Adequacy of the disciplinary language used.

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

Individual

Attendance

Nothing.

Course books

-Lupia Palmieri E., Parotto M., Il Globo terrestre e la sua evoluzione, Zanichelli, Bologna, V or VI edition;      

-Ugolini M., Geolab. Laboratorio di Geografia per la scuola di base. Aiutare gli insegnanti ad aiutare gli alunni tra locale e globale, Patron, Bologna, 2020;

-Pongetti C., Bertini A., Ugolini M. (cur.), Dalle Marche al mondo (Sez. 2: Educazione ed epistemologia geografica; 3: Ambiente e sostenibilità; 4: Città e regione; 5: Beni culturali; 6: Paesaggio e paesaggi);

-Persi P., Ugolini M., Cartografia in bilico tra fervido passato e nuovi orizzonti, Bologna, Patron.                         

Assessment

Oral examination

Evaluation criteria:

- Relevance of the answers in relation to the contents of the programme;

-Level of articulation and deepening of the answers;

- Adequacy of the disciplinary language used.

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.

Nothing