The course has the general objective of describing the main methodological research lines in education and to facilitate the knowledge about building and use of the main tools useful to collect data.
Specific objectives carried out during the course are the following:
- reflect on the main characteristics of the educational lexicon;
- define the main methodological approaches in educational research;
- design and project hypotheses in educational research
- reflect on changes which have an impact on assessment research
- classify evaluation tools, useful to carry out research in educational settings;
- define the relationship between teaching and learning and assessment;
- identify assessment elements and functions
- build objective tests
- analyse data collected through assessment tests;
- revise different test types
The course is structured in the following way:
a theoretical course
an online workshop
The final exam is an evaluation of all the parts of the course. The first session useful to do the exam is the winter session.
The course main objective is to illustrate and define the main lines of educational research and to provide the principal evaluation tools.
Course lessons are organized through an operative way, providing exercises linked to different disciplines and using new technologies.
The online workshop is related to J. J. Rousseau’s “Emile, or On Education”.and it is accessible at the online platform orbisdictus.it
Details for registration will be given in class at the beginning of the course.

Antonella Poce, Il Patrimonio Culturale per lo Sviluppo delle Competenze nella Scuola Primaria, Milano, Franco Angeli, 2017, in corso di pubblicazione.
Antonella Poce, Tecnologia Critica, Creatività e Didattica della Scienza, Milano, Franco Angeli, 2015.
Other texts and materials will be available online during the term.

Introduction: chemistry in everyday life.
Matter and states of matter.
Brief chemistry history
Lavoisier and the law of mass conservation , the function of oxygen in combustion processes. Experiment:
Demonstration of Lavoisier law: reaction of baking soda with vinegar.
From macro to micro
The atom: parallels between cosmos and atom laws (basics and analogies) (brief introduction) Electrons, protons and neutrons. Examples to understand the relationships among the masses. The atomic number, the mass number, the atomic weight and isotopes.
Quantifying the matter: definition of mole and Avogadro's number. Teaching examples.
The interactive periodic table: investigating the objects of common life. Orbitals and the electronic configuration of the elements.
Groups, periods and valence electrons.
Properties of elements and their variations: atomic radius, ionization energy,
electronic affinity and electronegativity.
The chemical bond
From macro to micro: the macroscopic properties of matter (shape, size, hardness,
colour etc.), the nature of chemical bonds.
The binding energy, strong and weak interactions.
The covalent bond (covalent and dative), ionic, metallic, interactions of van der Waals bond and hydrogen bonds. Common life examples to explain the properties of matter as a result of various types of chemical interactions: graphite, NaCl, water, macromolecules and DNA.
The chemistry of solutions
Definition of system and phase (homogeneous and heterogeneous).
Examples of pure substances and mixtures.
Solutions: solute and solvent, functions and interactions.
Colloids.
The phase transitions. The influence of temperature and pressure:
energy considerations on the mobility of molecules and atoms.
Water phase diagram.
How to quantify solutions: molarity, molality and volume fraction.
Polarity, examples and instructional videos.
Solubility and variation in relation to temperature and pressure.
The partial pressure.
The dispersed systems: suspensions, foams and emulsions. Examples of dispersed systems. Surfactants: classification and their role in detergents.
Experiment
Water, oil and the behaviour of a dye into a heterogeneous mixture.
Instructional video easily reproducible on surfactants
The effect of a detergent in a solution of milk and dyes: affinity and polarity of liquids.
Education Board 1: Recycling of plastic
Easily reproducible instructional video on the construction of a plastic from milk proteins
Colligative properties
Influence of the amount of solute on the properties of a generic solution: from macro to micro. Lowering of Pressure Vapour (explanation of Raoult's Law)
Boiling Point Elevation and freezing point depression (Examples)
The Osmotic Pressure (Examples of solutions isotonic, hypertonic, hypotonic)
Instructional video on Osmotic Pressure
The Chemical Reactions
Reversible and irreversible chemical processes (Examples)
Chemical processes speed, kinetics (Examples): Theory of Collisions, the activation energy. Influences on reaction rate: concentration, temperature and catalysts.
Examples of catalysis:
Enzymatic catalysis: the burning of sugar inside and outside the human body.
Instructional videos on catalysis

The catalytic mechanisms in the catalytic converter
Spontaneous chemical processes, Thermodynamic Chemistry: Exergonic and endergonic reactions, exo and endo-thermal reactions (Examples: combustion reactions, photosynthesis). The thermodynamic quantities (enthalpy, entropy, free energy). Classification by examples of different types of chemical reactions: synthesis reactions, replacement simple and double, decomposition, redox.
Acid-Base Reactions
Exergonic reactions, endergonic, exothermic and endothermic.
A different way to describe the reaction: free energy, enthalpy and entropy.
ACID AND BASES
Arrhenius theory: examples and limits.
Bronsted-Lowry theory, examples. Concept of acid and conjugate base.
Lewis theory.
Educational videos on acid-base reactions.
The ionization reaction of water and the product definition ion.
The pH scale with examples of substances and the known solutions.
Reactions oxide -reduction
Introduction on the world of energy consumption
Advantages and disadvantages of the hydrogen economy: fuel cells
Operation fuel cell with hydrogen
From macro to micro: the variation of the oxidation number in the processes of oxidation and reduction.
A qualitative view of stack, the movement of the electrons and the conversion of chemical energy into electrical energy.
Examples of rechargeable batteries: lithium and graphite.
Instructional video on a pile crafts. The redox and alcohol test
Instructional video on how to make an 'invisible' ink.
Electrolytic cells: converting electrical energy into chemical energy. Exercises on the balance of redox reactions.
Educational board 2. Surfactants: soap to carriers for drugs Educational board 3: The chemical feeding and sport Educational board 4: The chemistry in renewable energy

Introductory Chemistry Essentials
Nivaldo J. Tro

A Short History of Chemistry
Isaac Asimov

Didatics as learning and teaching laboratory.
The program concerns the didatics focused on learning (with Bruno Ciari as a protagonist of an important and generous past in Italy).
It examines the relationship between the indispensable cultural open-mindedness and the closing of the educational planning; methods and tecniques; handwriting and electronic writing; printed book and digital culture.
It provides basics to understand, on one side, how and how much children are changed; on the other side, how and how much the progressive education, actually democratic, is an utopia still to realise.
What Creativity is and how it can be "built" is a continuous thread through the activities and the topics of the course

Bruno Ciari, Le nuove tecniche didattiche, Edizioni dell'Asino
Ken Robinson, Fuori di testa, Erickson
Ornella Martini, Dare corpo, Tombolini Editore
Indicazioni Nazionali per il curricolo della scuola dell'infanzia e il primo ciclo di istruzione

Course title: Identification of pedagogy between nature, science and educational action

Course programme:
General Pedagogy concerns the theoretical and practical training in general education of the future teacher in kindergarten and primary school. The General Pedagogy is a basic discipline in the curriculum of teacher education and is preliminary to any other discipline. For this reason its study is considered crucial for acquiring the necessary scientific language to understand the epistemological articulation, historical, methodological and introduces the pedagogical knowledge in the context of international development of science education and the definition of the pedagogical theory. The discipline forms to the analysis and understanding of the educational process with critical reflection on the elements that characterize the educational action taking into account the centrality of the person, who is the origin and end of the speech on education. The consideration of the anthropological background which is rooted to the school of the future teacher requires an open mind formation and a professional competence constantly updated. Teachers should be able to respond to the contemporary challenges which make problematic the issue of child development. The study of pedagogy relies on the production of meaning and educating considers relevant contributions of authors and schools of thought that mark the path of transformations that are partially consolidated, such as historical one, and partly on the move, as the becoming of the same education of teacher. The dynamic interaction between possessed knowledge and acquired knowledge allows you to enter the heart of the educational problems and address them with the necessary knowledge. The route leads to the definition of the profile of the teacher in Italy and in Europe, through the knowledge of the formative history outlined by educators and pedagogues who generated scientific theories and scientifically relevant practices starting from their school experience. The connective tissue of the different phases of teaching considers the balance between theory, practice and development, which is the definition of a triple identity: subject, object, knowledge context. The identity of the human person, the subject who knows; the disciplinary identity, an object of knowledge; the identity context of the result of the active interaction between subject and object. From an ethical point of view a specific point concerns the humanistic perspective of values that educate generations who live in school their first experience of educating community and whole responsibility.

Methodology
The methodology followed is called M.I.T.E. acronym for Multiple Interaction Team Education and is based on the interaction of more people, skills, situations, processes, contexts. Hence the use of multiple words. The process of knowledge and learning refers to the participation of active people who, voluntarily and intentionally, start moving, almost interacting with pedagogical knowledge, and organize their training in that context and with the means that are always indicated, specified and clarified. Hence the meaning of interaction. The interactive process starts when we understand what to do, how to do it, how to do it, so to produce teaching and learning. Being willing to work together and knowing how to coordinate with others is a fundamental prerequisite. Hence the value of the word team. The ultimate goal is to learn by knowing, experimenting, doing, and promoting a new, knowledge-oriented education. Hence the reference to the word education. It starts with goals and processes known to generate new knowledge with the practice of innovation experienced in school life situations of educational contexts. In M.I.T.E. the emphasis is on the dynamics of multiple interaction that is the basis of the epistemic creation by the group. Students, along with teachers, take the responsibility of identifying problems to deepen, produce their provisional solutions, or theories, and improve them with common research and constructive use of authoritative sources and dialogue in the perspective of production / creation / building of new knowledge. With this methodology, the centrality of the students' ideas is assigned. The teacher learns by teaching, that is, he proposes the paths and experiences them together with the students.

Teaching methods

- In the presence and distance teaching and learning
- Interactive teaching and learning
- On line documents
- Internet communication
- Scientific research
- E-mail: schistolini@uniroma3.it
- Website: www.sandrachistolini.it

Please read the file titled “Organizzazione del corso di Pedagogia generale 2017-2018/Organisation of the course of General Pedagoy 2017-2018” published on the website www.sandrachistolini.it
Annual examination (8 Credits).
Semester examination (4 Credits) for students who have already 4 Credits officially certificated (delibera).

Assessment methods

Two written verification texts for those who are annual students and one written verification text for those who are semester students. By October all students must read the programme. By May all verification texts are completed and the students present their own study in a written document The Student’s Sources in Education Studies call Manual of General Pedagogy. The oral exam follows from June according to sessions.

Reference books

Books for the following a typology of 6 groups of students, according to attendance at the lessons and period of study
AF - SF1 - SF2 and ANF - SNF1 - SNF2

By October the student must ask for the identification number and inform the teacher (schistolini@uniroma3.it)
in which group he/she belongs. Print this Programme and cross the square related to your group.

Compulsory attendance: 20 hours first semester and 20 hours second semester.

□ Group 1
AF: Annual students with Attendance study the following books:
1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81 (first semester)
2) Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line (first semester)
3) Chistolini S., Pedagogia della natura. Pensiero e azione nell'educazione della scuola contemporanea: Asilo nel Bosco, Jardim-Escola Joao de Deus, Outdoor education, Milano, Franco Angeli, 2016 (first semester)
4) ) Three articles, the first article is: Chistolini S., La pedagogia della persona oltre il personalismo, in “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014, pp. 55-70 on line; the other two articles should be selected in “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014, on line (first semester).
5) A book from a given list of classics of Pedagogy available in www.sandrachistolini.it. The book must be borrowed from the library to show the capability of using the service (second semester).
6) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Franco Angeli, Milano, 2013 (second semester).

Consider also the bibliography of the Laboratory of General Pedagogy.

Two written texts to be held at the end of first semester and at the end of second semester.
Presentation of the Manual of General Pedagogy: in May
Oral examination from June.

□ Group 2
SF1 Semester students with Attendance (first semester) study the following books:
1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, on line.
2) Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line.
3) Chistolini S., Pedagogia della natura. Pensiero e azione nell'educazione della scuola contemporanea: Asilo nel Bosco, Jardim-Escola Joao de Deus, Outdoor education, Milano, Franco Angeli, 2016.
4) Three articles, the first article is: Chistolini S., La pedagogia della persona oltre il personalismo, in “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014, pp. 55-70 on line; the other two articles should be selected in “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014, on line (first semester).

Consider also the bibliography of the Laboratory of General Pedagogy.

Written text: end of first semester
Presentation of the Manual of General Pedagogy: in May
Oral examination from June.

□ Group 3
SF2 Semester students with Attendance (second semester) study the following books:
1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, on line, or Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line.
2) A book from a given list of classics of Pedagogy available in www.sandrachistolini.it. The book must be borrowed from the library to show the capability of using the service (second semester).
3) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Milano, Franco Angeli, 2013.

Consider also the bibliography of the Laboratory of General Pedagogy.

Written text: end of second semester
Presentation of the Manual of General Pedagogy: in May
Oral examination from June.

□ Group 4
ANF: Annual students with No Attendance study the following books:
1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, on line, or Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line (first semester).
2) Chistolini S., L’asilo infantile di Giuseppina Pizzigoni. Bambino e scuola in una pedagogia femminile del Novecento, Milano, Franco Angeli, 2009 (first semester).
3) Chistolini S., La pedagogia di Giambattista Vico tra tradizione e modernità, Saarbrücken, in collaborazione con B. Fuchs, Edizioni Accademiche Italiane, 2014, oppure Chistolini S. (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Fermo, Andrea Livi, 2015(first semester).
4) Three articles, the first article is: Chistolini S., La pedagogia della persona oltre il personalismo, in “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014, pp. 55-70 on line; the other two articles should be selected in “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014, on line (first semester).
5) A book from a given list of classics of Pedagogy available in www.sandrachistolini.it. The book must be borrowed from the library to show the capability of using the service (second semester).
6) Burza V., Chistolini S., Sandrone G., Pedagogia generale. Per l’insegnamento nel Corso di Laurea in Scienze della formazione primaria, Brescia, La Scuola, 2014 (second semester).

Consider also the bibliography of the Laboratory of General Pedagogy.

Two written texts to be held at the end of first semester and at the end of second semester.
Presentation of the Manual of General Pedagogy: in May
Oral examination from June.

□ Group 5
SNF1 Semester students with No Attendance study the following books (first semester):
1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, on line, or Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line.
2) Chistolini S., L’asilo infantile di Giuseppina Pizzigoni. Bambino e scuola in una pedagogia femminile del Novecento, Milano, Franco Angeli, 2009.
3) Chistolini S., La pedagogia di Giambattista Vico tra tradizione e modernità, Saarbrücken, Edizioni Accademiche Italiane, in collaborazione con B. Fuchs, 2014, or Chistolini S. (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Fermo, Andrea Livi, 2015.
4) Three articles, the first article is: Chistolini S., La pedagogia della persona oltre il personalismo, in “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014, pp. 55-70 on line; the other two articles should be selected in “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014, on line (first semester).

Consider also the bibliography of the Laboratory of General Pedagogy.

Written text: end of first semester
Presentation of the Manual of General Pedagogy: in May
Oral examination from June

□ Group 6
SNF2 Semester students with No Attendance study the following books (second semester)
1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, on line, or Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line.
2) A book from a given list of classics of Pedagogy available in www.sandrachistolini.it. The book must be borrowed from the library to show the capability of using the service (second semester).
3) Burza V., Chistolini S., Sandrone G., Pedagogia generale. Per l’insegnamento nel Corso di Laurea in Scienze della formazione primaria, Brescia, La Scuola, 2014.

Consider also the bibliography of the Laboratory of General Pedagogy.

Written text: end of second semester
Presentation of the Manual of General Pedagogy (MGP): in May
Oral examination from June

Further information
Home page: www.sandrachistolini.it
Email: schistolini@uniroma3.it

Contents of the Laboratory
Laboratory title: The school as an environment of renewal, reception, transformation

Laboratory programme
The Laboratory of General Education aims to raise awareness, to know and compare pedagogy of different school searching for innovation, according to three basic articulations: prevention as action to contrast social exclusion, training as formation of human person, work culture for person, community and society. The methodology is called M.I.T.E. acronym which means Multiple Interaction Team Education and it is based upon the active participation of the students who have the task to build a new pedagogic knowledge.

Teaching methods
- In the presence and distance teaching and learning
- Interactive teaching and learning
- On line documents
- Internet communication
- Scientific research.
- Email: schistolini@uniroma3.it
- Website: www.sandrachistolini.it

Reference books and tools
- Chistolini S., Scienza e formazione. Manuale del laboratorio universitario di pedagogia, Milano, Franco Angeli, 2006.
- Scuola di Barbiana, Lettera a una professoressa, Firenze, Libreria editrice fiorentina, 1967, o altra edizione.
- Chistolini S., 2009: Etica ed estetica nella scuola dell’infanzia di ispirazione pizzigoniana, in “Le Nuove Frontiere della Scuola”, anno VII, n. 20, luglio, pp. 25-30.
- Chistolini S., Piccole vittime da proteggere. Identificare e affrontare le conseguenze della vittimizzazione dei bambini esposti alla violenza domestica, Tricase (LE), Libellula, 2017.
- Chistolini S., L’Asilo nel Bosco: un’esperienza di educazione alla sostenibilità e alla responsabilità, in CRUL – Comitato Regionale di Coordinamento delle Università del Lazio (a cura di), Dialoghi sulla sostenibilità Roma 2016. Gli Atenei del Lazio in occasione del Giubileo Straordinario 2015-2016, Roma, Roma Tre-Press, pp. 199-200, versione elettronica http://romatrepress.uniroma3.it/ojs/index.php/dialoghi
- Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81.

- Personal computer, Word document, Power Point, digital camera, mobile telephone, tablet to be used during the university meetings.

Further information
Home page: www.sandrachistolini.it
Email: schistolini@uniroma3.it

The schedule includes multiple actions of workshop in situation.

This course’s learning objectives are the following:
1) to acquire the fundamental notions concerning the historical and educational landscape of the History of Italian school since post Unity to the present
2) to acquire the fundamental principles concerning the History of teachers in Italian schools since the Unity to the present
3) to learn about an experiment of active school carried on in the Twenties in Portomaggiore (Ferrara) through the analysis of a teacher’s diary
4) to understand the difference between history of institutions and total history, an historiographic paradigm developed by the annalistic school

1) Saverio Santamaita, Storia della scuola, Milano, Bruno Mondadori
2) Gianna Marrone (ED.), Maestre e maestri d’Italia in 150 anni di storia della scuola, Edizioni Conoscenza, Roma 2012
3) John Dewey, Il mio credo pedagogico (on line)
4) Rina Nigrisoli, La mia scuola, introduction by F. Borruso, Unicopli, Milano, 2011

The Workshop of Pedagogy and Didactics of Music, for the present Academic Year, will be held from November to May, with a total of five meetings connected with the programme of concerts and lectures of MusicaInFormazione, a series organized by the Department of Education. The dates of the meetings will be published on line by Prof. Raffaele Pozzi in his pigeonhole. The participation to the workshop is compulsory and the students enrolled cannot do more than one absence. The students enrolled are required to write a final short critical paper summarizing the contents of each meeting. Prof. Raffaele Pozzi will give directions about the format of the paper during the workshop.

NUMBERS
Counting at the beginning: first ideas about numbers. How to write numbers in history: Summers, Babylonians, Egyptians, Greeks and Romans the positional notation, the axiom of induction and Peano axioms. Cardinality, Cantor diagonal argument. Addition and multiplication. The ordering of natural numbers. Divisibility. The integers. The Euclidean division theorem, basis representation theorem for numbers. The GCD and Euclid algorithm. Prime numbers, their infinity, Eratosthenes, unique factorization theorem, Congruences and modular arithmetics. Rational numbers. The representation of rationals. Operations on rationals. Order and density of rationals .Cardinality of rationals. Decimal representation of rationals, base 10 and base 3 numbers representation. Irrationality of square root of 2, and of a prime. Continuity and the set of real numbers.

EUCLIDEAN GEOMETRY
The origin, Euclid and the axioms. Hilbert's observations. The first book of Euclid: Triangles and Pitaghoras Theorem. The geometric algebra and the second book of Elements. The sixth book of Elements and Thales. Polygons. Convex subsets and polygons, regular polygons. Equivalence in geometry: isoperimetry and equi-extension problems. Solid shapes in space. Analytic geometry: the cartesian plane, the equation of a straight line, the distance of two points and the equation of a circumference.

Giorgio Israel, Ana Millán Gasca Pensare in matematica, 2012, ed Zanichelli.
Ana Millán Gasca Numeri e Forme , 2016, ed Zanichelli.

Altro: Simonetta Di Sieno - Sandro Levi, Aritmetica di base, Mcgraw-Hill ed.,

The student is free of using these or any other book or web source she/he prefers, paying attention to their reliability.

The aim of the course is to provide the students with basic methodologies and knowledge in the field of Pedagogy and Didactics of Music. The course programme is divided in two parts: the first is devoted to the fundamentals of music theory (acoustics, notation, musical forms, etc.), to a survey of musical history connected with listening and analysis of exemplary works of both written art music and non-written traditions, to the sound education model of R. Murray Schafer, to theoretical and practical directions to teach music to children ; the second part, monographic, is focused on the following subject: Trajectories of XIXth century art music.
Examination: Students will be assessed by means of a written test.
The examination textbooks are the following: O KAROLYI, Grammatica della musica, Torino, Einaudi, 1967 or next reprinted versions. 2) A Survey of history of Western music, in Musica, Le Garzantine, Milano, Garzanti 1996 and updated editions, pp. 1009-1042. 3) R. MURRAY SCHAFER, Educazione al suono, Milano, Ricordi, 1998; E. STAIANO, L. PERUGIA, D. GALLO, S: BRUNELLO, Insegnare musica ai bambini, Torino, Musica Practica, 2016; R. DI BENEDETTO, Romanticismo e Scuole nazionali nell’Ottocento, Torino, EdT, 1991 and next reprinted editions.

THE COURSE WILL INITIALLY ANALYZE THE PERIODIZATION OF LATE MODERN HISTORY.
DURING THE FIRST SEMESTRAL CLASS THE AIM IS TO THOROUGHLY EXAMINE KEY HISTORICAL BREAKING POINTS FROM THE SO CALLED ‘DOUBLE REVOLUTION’ (FRENCH REVOLUTION - INDUSTRIAL REVOLUTION). THEN, THE CLASS WILL STUDY THE EUROPEAN RESTORATION, THE LIBERAL REVOLUTIONS, THE RISE OF NEWLY BORN NATIONS (IT WILL BE EXAMINED IN DETAIL THE REVISIONISM OF THE ITALIAN RISORGIMENTO), SOCIAL AND WELFARE ISSUES AND FINALLY THE DEVELOPMENT AND CRISIS OF IMPERIALISM.
THE SECOND CLASS WILL EXAMINE WORLD WAR ONE AND THE CONSEQUENCES OF PEACE, THE RISE OF TOTALITARIAN MOVEMENTS, THE GREAT DEPRESSION, WORLD WAR TWO, THE COLD WAR, THE BIPOLAR WORLD AND ITS END.

1) A recent history textbook, which includes Italian and world history from the French Revolution to present day;

2) GIGI DI FIORE, CONTROSTORIA DELL'UNITÀ D'ITALIA, MILANO,RIZZOLI, 2010;

3) EMILIO GENTILE, ITALIANI SENZA PADRI. INTERVISTA SUL RISORGIMENTO, ROMA-BARI, LATERZA, 2011.

The goal of the course is to stimulate a reflection on how old and new media, shape the knowledge and, consequently, influence the ways we learning.

The course aims to develop the awareness that media communicate with each other and that their use is not neutral. The use of the network environment, through the Department's elearning platform, allows students to continue participating in course activities beyond the limitations of space and time related to the classrooms.

- McLuhan M., Understanding Media: The Extensions of Man, Penguin; Reissue edizione, 1992
- Maragliano R., Pireddu M., Storia e pedagogia nei media (StudioDigitale) [Formato Kindle], 2014
- Ferrari G.A., Libro, Bollati Boringhieri, Torino, 2014

IN THIS COURSE ARE DESCRIBE THE MAIN FEATURES OF THE SYSTEMIC APPROACH APPLIED TO TEACHING. THE POINT OF VIEW CONCERNS THE INCLUSIVE PROCESSES WHICH SHOULD CHARACTERIZE THE SCHOOL AND THE ODIENT SOCIETY.
IN PARTICULAR THE AIMS AND THE PURPOSES ARE:

- IDENTIFY METHODS AND INSTRUCTIONAL STRATEGIES BY INTEGRATING LEARNING MODELS AND TEACHING SCHEMES
- ANALYZE THE NETWORK OF ROLES IN THE SCHOOL COMMUNITY FROM THE PERSPECTIVE OF TEAM TEACHING
- ANALYZE THE BASIC ELEMENTS THAT CHARACTERIZE THE EDUCATIONAL PLANNING AND TEACHING STRATEGIES
- ANALYZE CHARACTERISTICS AND IMPLICATIONS OF THE NEW ROLE OF THE TEACHER IN THE LIGHT OF THE RESEARCH ON THE MULTIDIMENSIONAL NATURE OF INTELLIGENCE
- ANALYZE IN DEPTH THE THEORY OF MULTIPLE INTELLIGENCES BY HOWARD GARDNER
- ANALYZE THE PERSPECTIVES AND POSSIBLE AREAS OF APPLICATION OF THE MULTIPLE INTELLIGENCES APPROACH IN THE FRAMEWORK OF INSTRUCTIONAL DESIGN
- ANALYZE AND TEST THE FLIPPED LEARNING APPROACH
- ANALYZE AND TEST THE EPISODES OF SITUATED LEARNING METHODOLOGY
- IDENTIFY AND DESCRIBE REAL TEACHING SITUATIONS AT SCHOOL TO BE COMPARED WITH THE MAIN MODELS OF LESSON AND MANAGEMENT OF DIGITAL AND NOT DIGITAL LEARNING ENVIRONMENTS
- ANALYZE THE IMPACT OF NEW DIGITAL MEDIA ON THE LEARNING PROCESS AND RELATED INSTRUCTIONAL STRATEGIES
- EXPLORE NEW WAYS OF COMMUNICATION AND INTERACTION INTRODUCED BY SOCIAL MEDIA AND RELATE THEM TO THE COMPLEXITY OF THE COGNITIVE PROCESSES IN THE LIGHT OF THE EVOLUTION OF LEARNING THEORIES.

I Semestre
F. Bocci, B. De Angelis, C. Fregola, D. Olmetti Peja, U. Zona, Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016;
F. Bocci, A. Morganti, Didattica inclusiva nella scuola primaria, Giunti, Firenze 2017;
U. Zona, Edusfera. Processi di apprendimento e strategie didattiche nell’era social, (di prossima pubblicazione);

II Semestre
J. Bergman, A. Sams, Flip your classroom. La didattica capovolta, Giunti, Firenze 2016;
P. C. Rivoltella, Che cos’è un EAS. L’idea, il metodo, la didattica, La Scuola, Brescia 2016;

The course of history of children's literature intends to address the future educators and teachers to make them aware of the importance of reading literary texts (led by adult or staff) plays in the education of children (from the first months of life) and adolescents.
Many lessons will be dedicated to the identification of the most appropriate strategies to develop the so-called pleasure of reading and to generate in young readers essential motivational processes. Reading aloud, the animated reading, the environment construction of reading, the physical relationship with the object-book, the reading of the images, the places where play reading promotion (school, library, playroom, home etc. ): these are just some of the themes that run through and determine the child's relationship with the literary text and we have to deal with knowledge and pedagogical skills to address the serious problem of removal of young people from reading practices.
Besides these theoretical lessons of prof. Cantatore will be constantly characterized by:
1. suitable focus historians to identify the most important passages of the progressive formation of a literary tradition specifically dedicated to young people;
2. practical demonstrations of how to read a book to / with children (in this case it is requested the active participation of the students).
During the course will be projected film adaptations of literature for children and are often invited to give lecture writers, illustrators, critics, publishers, booksellers, educators, teachers specializing in children's literature.
During the course it will be useful to build moments of virtual meeting between the teacher and students via computer (exchange of teaching materials, emergency alerts, information on events related to children's literature to which you can participate as exhibitions, performances, exhibitions, fairs etc.). And 'essential that all students enroll platform formonline Roma Tre.

Storia e critica della letteratura per l’infanzia:
• Lorenzo Cantatore (a cura di), Primo: leggere, Edizioni Conoscenza, Roma (il libro sarà disponibile in libreria da ottobre 2017).
• Antonio Faeti, Letteratura per l’infanzia, La Nuova Italia, Firenze (il libro è esaurito e sarà messo a disposizione degli studenti in formato PDF sulla piattaforma formonline).
Albi illustrati:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri, Milano.
• Maurice Sendak, Nel paese dei mostri selvaggi, Babalibri, Milano.
• Antonella Abbatiello, Bruno Tognolini, Alfabeto delle fiabe, Topipittori, Milano
Romanzi (tre a scelta fra i seguenti):
• Ferdinando Albertazzi – “Scomparso” – Electa Young
• David Almond, Skellig, Salani, Firenze
• Anne-Laure Bondoux, Le lacrime dell’assassino, Edizioni San Paolo, Roma
• Rocio Carmona, La grammatica dell’amore, Fanucci, Roma
• Erri De Luca, Tu, mio, Feltrinelli, Milano
• Ermanno Detti, Giovannino senza paura, Gallucci, Roma
• Paul Doswell, Il ragazzo di Berlino, Feltrinelli, Milano
• Antonio Ferrara, Ero cattivo, Edizioni San Paolo, Roma
• Silvana Gandolfi, Io dentro gli spari, Salani, Firenze
• Luigi Garlando, L’estate che conobbi il Che, Rizzoli, Milano
• Luisa Mattia, E poi diventai farfalla, Lapis, Roma
• Christopher Paolini, Eragon, Rizzoli, Milano
• Maurizio A. C. Quarello, ’45, Orecchio Acerbo, Roma
• Guido Sgardoli, Kaspar, il bravo soldato, Giunti, Firenze
• Jerry Spinelli, Stargirl, Mondadori, Milano
• Paola Zannoner, Il vento di Santiago, Mondadori, Milano

The course introduces to the theoretical approaches and the main concepts of developmental and educational psychology. The first part aims to provide the student with the presentation of the discipline and of its methods of study, the nature of childhood, the biological and environmental factors in the development. The second part presents the different aspects of child development: social and relational, cognitive, linguistic and communicative, and emotional. The third part deals with instruction and education by referring to different theoretical perspectives. Finally, the course approaches some basic learning, such as representing, reading, writing and conceptualizing.

• SCHAFFER H. R., PSICOLOGIA DELLO SVILUPPO. UN’INTRODUZIONE, CORTINA.
• AURELI T., BASCELLI E., CAMODECA M, DI SANO S., IL BAMBINO IN CLASSE, CAROCCI, 2008.
• CACCIAMANI S., PSICOLOGIA PER L’INSEGNAMENTO, LE BUSSOLE, CAROCCI, 2002.

In addiction, one of the following books:
BAUMGARTNER E DEVESCOVI, I BAMBINI RACCONTANO, ERICKSON.
BAUMGARTNER E BOMBI, BAMBINI INSIEME, LATERZA, 2005.
BAUMGARTNER, IL GIOCO DEI BAMBINI, CAROCCI EDITORE 2003.
BOMBI E PINTO, LE RELAZIONI INTERPERSONALI DEL BAMBINO, CAROCCI EDITORE 2002.
BONDIOLI E SAVIO, OSSERVARE L’INFANZIA, EDITOR JUNIOR.
CANNONI, IL DISEGNO DEI BAMBINI, CAROCCI EDITORE 2003.
CHESS E THOMAS, CONOSCI TUO FIGLIO, GIUNTI EDITORE.
ELIA E CASSIBBA, VALUTARE LA COMPETENZA SOCIALE, CAROCCI EDITORE, 2010.
REFFIEUNA, LE RELAZIONI SOCIALI IN CLASSE: IL TEST SOCIOMETRICO, CAROCCI EDITORE, 2003.
SCALISI, PELAGAGGI, FANINI, APPRENDERE LA LINGUA SCRITTA: LE ABILITÀ DI BASE, CAROCCI EDITORE, 2003.
SELLERI, LA COMUNICAZIONE IN CLASSE, CAROCCI EDITORE, 2004.
TANI E BAGATTI, IL BAMBINO AGGRESSIVO, CAROCCI EDITORE 2003

The purpose of the course is to lay the foundations of childhood culture as a permanent condition of every human community. The priority will be to identify myths, values, roles of behavior in different contexts that define the concept of childhood and inspire political, social, pedagogical and economic practices.

Books

1) Marina D’Amato, Ci siamo persi i bambini, Laterza, Roma

2) Marina D’Amato, Per una sociologia dell’educazione e dell’infanzia, dispense 2016, Roma (in vendita presso la libreria Libropoli - Via Giulio Rocco, 25)

3) Marina D’Amato, Telefantasie, (primi 4 capitoli) Franco Angeli, Milano

4) Book choice:
Marina D’Amato, Musei e identità sociale, Le Lettere, Firenze
Marina D’Amato, Immaginario e satanismo, Universitaria, Pavia
Milena Gammaitoni, Storie di vita di artiste europee, dal medioevo alla contemporaneità, Cleup, Padova
Marina D’Amato, Ragioni e Sentimenti, (parte in italiano), RomaTrE-Press, Roma, 2016

Course content
Course title: Intercultural Dialogues, Multiculturalism and Democratic Citizenship

Course programme:
Intercultural and Citizenship Pedagogy is one of the fundamental course in the curriculum for students who become teacher of Primary School. The discipline aims at forming the knowledge and competences related to intercultural and citizenship education in consideration of the international migration and the recent introduction of “Constitution and Citizenship” as new compulsory subject in the national curriculum. The knowledge of the Italian Constitution leads the students to the identification of the political and socio-cultural values and understanding the meaning of the resources and strategies for the active citizenship education in the multicultural society and multi-faith context. Special attention concerns the migration of children in the Third Millennium. The research in school educates new teachers for the social inclusion with action against cultural prejudices, racism and social discrimination. The concepts of peace, tolerance, solidarity and responsibility as inclusive citizenship open to challenge in the face of persistent migration that increasingly involves refugee children, unaccompanied at risk of dropping out.

Methodology
The methodology followed is called M.I.T.E. acronym for Multiple Interaction Team Education and is based on the interaction of more people, skills, situations, processes, contexts. Hence the use of multiple words. The process of knowledge and learning refers to the participation of active people who, voluntarily and intentionally, start moving, almost interacting with pedagogical knowledge, and organize their training in that context and with the means that are always indicated, specified and clarified. Hence the meaning of interaction. The interactive process starts when we understand what to do, how to do it, how to do it, so to produce teaching and learning. Being willing to work together and knowing how to coordinate with others is a fundamental prerequisite. Hence the value of the word team. The ultimate goal is to learn by knowing, experimenting, doing, and promoting a new, knowledge-oriented education. Hence the reference to the word education. It starts with goals and processes known to generate new knowledge with the practice of innovation experienced in school life situations of educational contexts. In M.I.T.E. the emphasis is on the dynamics of multiple interaction that is the basis of the epistemic creation by the group. Students, along with teachers, take the responsibility of identifying problems to deepen, produce their provisional solutions, or theories, and improve them with common research and constructive use of authoritative sources and dialogue in the perspective of production / creation / building of new knowledge. With this methodology, the centrality of the students' ideas is assigned. The teacher learns by teaching, that is, he proposes the paths and experiences them together with the students.

Teaching methods
- In the presence and distance teaching and learning
- Interactive teaching and learning
- On line documents and internet communication
- Scientific research
- E-mail: schistolini@uniroma3.it; Website: www.sandrachistolini.it

Reference books
1. Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52, on line.
2. Scuola di Barbiana, Lettera a una professoressa, Libreria editrice fiorentina, Firenze, 1967, o altra edizione, con eventuale visita alla scuola.
3. Maritain J., Elogio della democrazia, a cura di Piero Viotto, Brescia, La Scuola, 2011.
4. Dahl R. A., On Democracy, New Haven, Yale University Press, 2000.
5. Milan G., Multiculturalità, cittadinanza e educazione interculturale. Uno sguardo alle indicazioni presenti in recenti documenti in materia, “Studium Educationis”, 3, 2009, pp. 101-110.
6. Simon A., Citizenship and Multiculturalism: A Critical Assessment. The views of young members of BME communities and subsequent implications for professional development, 2008 Newman University College, Birmingham, 2008, http://www.citized.info/pdf/commarticles/Citizenshipand%20Multicultualism%20A%20Critical%20Assessment%20%20Ba.doc
7. Council of Europe, Competences for democratic culture. Living together as equals in culturally diverse democratic societies, Strasbourg, Council of Europe, 2016, on line http://book.coe.int
8. Un libro assegnato in aula dalla docente in base al numero identificativo dello/a studente/ssa: bambini migranti, educazione alla non violenza, diritto all’istruzione, cittadinanza democratica.
9. Costituzione della repubblica italiana, on line
10. Chistolini S., Introduzione. L’identità democratica che unisce nella diversità, in “Il Nodo. Per una pedagogia della persona”, anno XX, n. 46, Nuova Serie, dicembre 2016, pp. 11-14, o altro articolo all’interno della stessa rivista, on line.
11. Reference for school activities
a) Education for Democracy and human rights in school, Council of Europe, 2014, Five video animations, in http://pjp-eu.coe.int/en/web/charter-edc-hre-pilot-projects/comics-competition
b) Sei manuali scolastici sulla democrazia. Living Democracy manuals, in http://www.coe.int/en/web/edc/living-democracy-manuals#{"10618501":[]}
c) Council of Europe, Democracy and Human Rights in School, 2014.pdf, in http://pjp-eu.coe.int/en/web/charter-edc-hre-pilot-projects/comics-competition
d) Council of Europe, Democracy and Human rights start with us! GetInvolved!, 2014.pdf, in http://www.coe.int/en/web/edc/charter-for-all

Further information
Home page: www.sandrachistolini.it
Email: schistolini@uniroma3.it

Course aims to provide competences related to the contents of the life sciences.

Topics include: scientific method, evolution. History of life on Earth. The cell. Microorganisms. The living beings and their classification. Binomial nomenclature. Diversity of plants and animals. Characteristics of algae and fungi
The plants (bryophytes, pteridophytes, Spermatophytes). Invertebrate and Vertebrate animals.
The human body: skeletal system. muscular system. digestive system. Circulatory system. Respiratory system. excretory system. Nervous system. sense organs. Reproduction Proposals for experiments and observations.
Experiments for classes.

Fondamenti di biologia David M. Hillis, David Sadava, H. Craig Heller, Mary V. Price Zanichelli editore

GIORGIO ISRAEL e ANA MILLÁN GASCA 2012 Pensare in matematica, Zanichelli, Bologna.
(more materials at the book website http://online.universita.zanichelli.it/israel/)
HANS MAGNUS ENZENSBERGER, Il mago dei numeri, Einaudi, Torino, varie edizioni.
ANNA CERASOLI, Sono il numero 1/ Io conto /Tutti in cerchio, Milano, Feltrinelli, varie edizioni. (letture matematiche per bambini e ragazzi)
FEDERIGO ENRIQUES 1921, “Insegnamento dinamico”, Periodico di Matematiche, s. IV, 1, pp. 6-16.
http://www.mat.uniroma2.it/mep/Articoli/Enri/Enri.html
LAURENT LAFFORGUE 2007, L’insegnamento del calcolo nella scuola primaria, http://www.mat.uniroma3.it/users/primaria/Lafforgue_Calcolo scuola primaria.pdf
ANA MILLÁN GASCA 2016 Numeri e forme. I bambini e la matematica. Zanichelli, Bologna.
ANA MILLÁN GASCA 2009 All’inizio fu lo scriba. Piccola storia della matematica come strumento di conoscenza, mimesis, Milano.
RENÉ THOM 1973, La matematica moderna, esiste?
Italian version inhttp://www.mat.uniroma3.it/users/primaria/Thom.pdf
MARGARET DONALDSON Children's minds, various editions
MARTIN HUGHES 1986, Children and Numbers, Difficulties in Learning Mathematics, Oxford & New York, Basil Blackwell.

Video and images in the blog Pensare in matematica http://pensareinmatematica.blogspot.it
and in the website Matematica per la formazione primaria,
http://www.mat.uniroma3.it/users/primaria/index.html (the section Matematica a scuola includes actual work in the mathematical classroom in different grades)

The course of history of children's literature intends to address the future educators and teachers to make them aware of the importance of reading literary texts (led by adult or staff) plays in the education of children (from the first months of life) and adolescents.
Many lessons will be dedicated to the identification of the most appropriate strategies to develop the so-called pleasure of reading and to generate in young readers essential motivational processes. Reading aloud, the animated reading, the environment construction of reading, the physical relationship with the object-book, the reading of the images, the places where play reading promotion (school, library, playroom, home etc. ): these are just some of the themes that run through and determine the child's relationship with the literary text and we have to deal with knowledge and pedagogical skills to address the serious problem of removal of young people from reading practices.
Besides these theoretical lessons of prof. Cantatore will be constantly characterized by:
1. suitable focus historians to identify the most important passages of the progressive formation of a literary tradition specifically dedicated to young people;
2. practical demonstrations of how to read a book to / with children (in this case it is requested the active participation of the students).
During the course will be projected film adaptations of literature for children and are often invited to give lecture writers, illustrators, critics, publishers, booksellers, educators, teachers specializing in children's literature.
During the course it will be useful to build moments of virtual meeting between the teacher and students via computer (exchange of teaching materials, emergency alerts, information on events related to children's literature to which you can participate as exhibitions, performances, exhibitions, fairs etc.). And 'essential that all students enroll platform formonline Roma Tre.

Storia e critica della letteratura per l’infanzia:
• Lorenzo Cantatore (a cura di), Primo: leggere, Edizioni Conoscenza, Roma (il libro sarà disponibile in libreria da ottobre 2017).
• Antonio Faeti, Letteratura per l’infanzia, La Nuova Italia, Firenze (il libro è esaurito e sarà messo a disposizione degli studenti in formato PDF sulla piattaforma formonline).
Albi illustrati:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri, Milano.
• Maurice Sendak, Nel paese dei mostri selvaggi, Babalibri, Milano.
• Antonella Abbatiello, Bruno Tognolini, Alfabeto delle fiabe, Topipittori, Milano
Romanzi (tre a scelta fra i seguenti):
• Ferdinando Albertazzi – “Scomparso” – Electa Young
• David Almond, Skellig, Salani, Firenze
• Anne-Laure Bondoux, Le lacrime dell’assassino, Edizioni San Paolo, Roma
• Rocio Carmona, La grammatica dell’amore, Fanucci, Roma
• Erri De Luca, Tu, mio, Feltrinelli, Milano
• Ermanno Detti, Giovannino senza paura, Gallucci, Roma
• Paul Doswell, Il ragazzo di Berlino, Feltrinelli, Milano
• Antonio Ferrara, Ero cattivo, Edizioni San Paolo, Roma
• Silvana Gandolfi, Io dentro gli spari, Salani, Firenze
• Luigi Garlando, L’estate che conobbi il Che, Rizzoli, Milano
• Luisa Mattia, E poi diventai farfalla, Lapis, Roma
• Christopher Paolini, Eragon, Rizzoli, Milano
• Maurizio A. C. Quarello, ’45, Orecchio Acerbo, Roma
• Guido Sgardoli, Kaspar, il bravo soldato, Giunti, Firenze
• Jerry Spinelli, Stargirl, Mondadori, Milano
• Paola Zannoner, Il vento di Santiago, Mondadori, Milano

The following issues will be take into account during the course:

1) the current debate concerning Italian school and society due to the transformation of the school system from the integration model to the inclusion one. Thus, the Disability Studies (DS) – started from the seventies particularly in the Anglo-American and North European context – are an important interlocutor to operate a critical reflection about the current transformation. The Disability Studies, in effect, plainly criticized the medical and individual model as the only foundation of the conceptualizations about deficit and disability and propose a re-reading of normative and social languages, of institutional practices that provoke exclusion, of barriers to everybody learning and participation. At the same time, supported by different perspectives, they promote the pursuit of emancipation and self-determination of those who daily live the disabled condition.

2) the new tendencies of Special Pedagogy in light of the ongoing social transformations with a focus on the implications that this entails in didactics’ practices;

3) the diversities representations in modern and contemporary society. Trough a close examination of literary, cinematographic, musical and theatrical tales will be launched a reflection on why and how diversities should/could be understood, valorized and conceived as a precious element of originality and not as a perturbing phenomenon.

I semestre
MEDEGHINI R., D'ALESSIO S. MARRA A.D., VADALÀ G., VALETLLINA E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

MURPHY R. F. Il silenzio del corpo. Antropologia della disabilità, Erickson, Trento, 2016.

GARDOU C., Nessuna vita è minuscola. Per una società inclusiva, Mondadori Education, Milano, 2016.

II semestre
A. GOUSSOT (a cura di), Pedagogia della Vita. Célestin Freinet: ieri e oggi, Edizioni del Rosone, Foggia, 2016,

CODELLO F., Né ubbidire, né comandare. Lessico libertario. Elèuthera, Milano, 2016.

BOCCI F., Sequenze che lasciano il segno. La relazione educativa nel cinema (in corso di pubblicazione)

The aim of the workshop is to apply some inclusive didactic practices

The references of this workshop are the same of the Special Pedagogy and Didactic II course

The Children's Literature Laboratory provides students with an opportunity for practical comparison with specialists in the field: librarians, reading professionals aloud, preschool and primary school teachers, publishers, writers, illustrators.

The texts are provided during the course of the workshop

- Introduction to Ecology
- Typolgies of physical environment: overview
- Ecosystem: abiotic and biotic components
- Population: properties, patterns and metapopolation
- Species: characteristics and evolution
- Ecological niche and ecological interactions between and within species
- Evolution of species and ecosystem
- Community: characteristics, structure and evolution
- Ecosystem: photosynthetic processes, decomposing processes and nutrient cycle
- Biogeochemical cycles
- Landscape: properties and dynamics
- Biomes and types of aquatic ecosystems
- Goods and services of ecosystems
- Diversity and sustainable development
- Management and conservation of resources
- Environmental education: citizens' behavior and citizen-science
- Teaching Ecology in the school: scientific method, didactic projects, national regulation

− M. Smith, R. L. Smith Elements of Ecology, Pearson Ed, 2013

From the theoretical standpoint, students will gain knowledge related to:
- Individual differences (temperament, personality traits, values);
- Social development (peer relationships, social skills, prosocial behaviors and aggressive, bullying;
- Emotional development (emotion regulation, emotional skills, emotional self-efficacy);
- Cognitive development (metacognition, self-learning, self-efficacy education, prosocial moral reasoning);
- Intervention models of Social and Emotional Learning for promoting prosocial behaviors and preventing aggressive behaviors in the classroom;
- Teacher’s competences in promoting the well-being at school.

From the methodological standpoint, students will gain knowledge on instruments for assessment of:
- Social skills, emotional and cognitive;
- Adaptive and maladaptive behaviors in the classroom;
- Teacher’s competences for school inclusion.

Books
- Schaffer, H. R. (2005). Psicologia dello sviluppo. Milano, Raffaello Cortina (Chapter 4. Creare le relazioni; Chapter 5. Lo sviluppo emotivo).
- Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.

Chapters and articles (“FORMONLINE”)
- Caprara, Cervone (2003). Personalità. Determinanti, dinamiche, potenzialità. Milano: Raffaello Cortina (Chapter 5. Lo sviluppo della personalità nel corso della vita; pp.145-176).
- Gillibrand, Lam, O'Donnell, Tallandini (2010). Psicologia dello sviluppo. Milano, Torino: Pearson (Chapter 10. Temperamento e sviluppo del comportamento nei bambini).
- Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson (Chapter 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale; Chapter 11. Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite; Chapter 13. Possedere e formarsi degli stereotipi).
- Articles 1: Personality development: stability and change. Caspi, A., Roberts, B.W. & Shiner, R.L. (2005). Annual Review of Psychology, 56, 453–84.
- Article 1.bis: Personality and Coping. Carver, C.S. & Connor-Smith, J.(2010). Annual Review of Psychology, 61, 679-704.
- Article 1.ter: Becoming a self-regulated learner: An Overview. Zimmerman B.J. (2002). Theory into Practice, 41 (2), 64-70.
- Article 2: Caring about Caring: What Adults Can Do to Promote Young Children’s Prosocial Skills. Hyson, M. & Taylor, J.L. (2011). Young Children, July, 74-83.
- Article 2.bis: The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Jennings, P.A. & Greenberg, M.T. (2009). Review of Educational Research, 79, 1, 491-525.
- Article 3: Academic and social-emotional learning. Report: Educational Practices – 11, The International Academy of Education - IAE. 2003. Autore: Maurice J. Elias.
- Article 4: Social and emotional learning. In G.G. Bear & K.M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1-13). Bethesda, MD: National Association of School Psychologists. 2006. Autori: J.E., Zins, & M.J. Elias.
- Article 4.bis: Social and Emotional Learning in Schools. From Programs to Strategies. Jones, S.M. & Bouffard, S.M. (2012). Sharing child and youth development knowledge, 26, 4.
- Article 4.ter: “Plays nice with others”: Social–emotional learning and academic success. S.A. Denham, C. Brown (2010). Early Education and Development, 21(5), 652–680.

Course Content
• Use of graphic techniques of representation: orthographic projections and isometric projections.
Codes of visual grammar and configuration of the message.
• Color as form and meaning
• Levels of image reading: iconic, iconographic and topological.
• Since early eighteenth century to the artistic avant-gardes of the twentieth century
• Graphical sign as mimesis of the visual communication: elements in perspective
• Motivational aspects of graphic expression of the child
• The graphic from the stage to the non-iconic symbolic in childhood

References
Arnheim R., Arte e percezione visiva, Milano 2005, Feltrinelli (ch. 1, 2, 3 4, 7);
Dorfles G., Vattese A., Princi E., Arte e artisti. Dall'Ottocento a oggi, vol. 3, Bergamo 2011, Atlas;
Dorfles G., Pinotti A., Manuale di disegno, Bergamo 2014, Atlas.
Munari B., Il laboratorio per bambini a Brera. Progetto e metodo del primo laboratorio per bambini alla Pinacoteca di Brera a Milano 1977, Bologna 1981, Zanichelli

Recommended books
Argan G.C., L’arte moderna, Firenze 1996, Sansoni
De Micheli M., Le Avanguardie artistiche del Novecento, Milano 1996, Feltrinelli
Itten, Johannes Arte del colore, Milano 2002, il Saggiatore
Kandinsky W., Lo spirituale nell’arte, Milano 2007, Adelphi
Menna F., La linea analitica dell’arte moderna, Torino 1999, Einaudi
Munari B., Fantasia, Bari 2009, Editori Laterza
Sciolla G. C., Studiare l’arte, Torino 2010, UTET

The roots of science. Pre and post-Galilean science. Physics as a tool for investigation of the microcosm and the macrocosm. General discussion of the great questions of physics of the atomic, nuclear and sub ​​nuclear and Cosmology. Ties between the nuclear sub Physics and Astrophysics. Role of physical culture for future generations. Physical quantities. Measurement of a physical quantity. Relation between Mathematics and Physics. Mathematics as natural language of Physics. Experimental Physics and Theoretical Physics. Elements of calculus, the concept of function, role in Physics. Concept of limit and derivative. Experimental method, structure, meaning, importance, limits. Law and theory. Functions. Representation of the physical laws in a Cartesian plane. Vectors. Elementary algebra in geometric shape. Vectors in Cartesian form. Operations in Cartesian form. Concept of error in physics. Types of error. Elements of the theory of propagation of errors. Statistical significance of the laws of physics. From the experimental data to the physical law. Mathematical methods to derive a law. Criteria for analysis of the reliability of a law. Physics imperfect matter that allows us to understand the perfection of the 'Universe. Elements of Statistics, importance in the study of a physical phenomenon. Concept of dimension of a space and its generalization. Euclidean space and the phase space. Dimensional analysis, role and significance. Elements of algebra of dimensional analysis. Classical Physics and Modern Physics.
The birth of great ideas: Galileo, Newton, Gauss, Einstein, Noether, Lagrange, Hamilton, Schroedinger.
Mechanics: Elements of kinematics of mono, bi, n-dimensional. Kinematic parameters. Kinematic equations. Reference systems. Inertial reference systems. Plane motions: ballistic problem. Kinematics roundabout. Elements of Dynamic. The principles. Historical analysis of the thought of Galileo and Newton. Second law of dynamics, its role in physics. Beauty and mystery of Newton's second law, what can make us understand. Physics as a quest for simplicity. Simple applications of Newton's law. Harmonic oscillator, its role. Elements of Statics. Equilibriuim concept. Mechanical work. Potential energy and kinematics. Principle of conservation of mechanical energy. Role of energy in the study of a physical system. Momentum. Reformulation of Newton's second law as a function of momentum, consequences. Conservation of momentum. Meaning of a conservation principle. Work on the physics of the rigid body. Concept of moment of a force. Angular momentum. I and II cardinal equation. General problem of statics, translational and rotational equilibrium. Theory of universal gravitation the greatest achievement of the intellect. Galilean relativity, special relativity, conceptual approach and notes on the analytical treatment. Elements of statics and dynamics of fluids.
Thermodynamics: Macroscopic and microscopic approach. Temperature concept. Thermodynamic system. Perfect gas, its role. Thermodynamic state. State variables. Concept of reversible and irreversible transformation. Equation of state of ideal gas. Plan Clapeyron role and significance. Reversible transformations particular, isobaric, isochoric, isothermal, adiabatic. Experience of Joule. Thermodynamic work. Concept of state function, role in thermodynamics. First law of thermodynamics, historical analysis and conceptual. Internal energy of a thermodynamic system parameters on which it depends. Simple applications. Thermodynamic cycle. Second law of thermodynamics, meaning. Efficiency of a heat engine. Carnot cycle and its importance. Entropy and its physical meaning. From the Carnot cycle to the Clausius equation.
Electromagnetism: historical and epistemological analysis. Electrostatics. Coulomb force. Concept of field, what it is. Electric field and gravitational field. Flow concept. Equation of Gauss, which is his contribution. Electric potential. Concept of electric current. Elementary circuits. Ohm's and Kirchhoff's laws. Magnetic properties of matter. Magnetic field. Relationship between electric current and magnetic field. Magnetic force. Ampere's law. Gauss's law for the magnetic field. Faraday's law of electromagnetic induction. Maxwell's equations, role in the study of electromagnetic phenomena. Concept of the electromagnetic field. Electromagnetic waves and their propagazione.Fenomeni wave. Mechanical waves. Electromagnetic waves. Elements of geometrical optics and physical optics.
Modern physics: Elements of relativistic kinematics. Elements of quantum mechanics. Elements of Atomic Physics. Elements of Nuclear Physics. Radioactivity. Elementary particles and their interactions.
Astrophysics and Cosmology: Introduction stellar evolution. Elements of Cosmology. Story of the Universe. The cosmic background radiation. The great problems of modern physics. From physics of subatomic particles to the physics of the universe.
The future of Science and string theory

Simple laboratory experiments on the fundamental themes of the course.
Evolution of research in Physics Education. Current view in the teaching of physics. Evaluation of scientific expertise.

Arnold B. Arons, Guide to the teaching of physics, Zanichelli, Bologna (some chapters)
D. Allasia, V. Montel, G. Rinaudo, Physics for teachers, Ed Cortina, Torino (some chapters)
M. Gagliardi, E. Girolamo, Methods and instruments for teaching and learning Physics, EdiSES, Napoli

Handouts provided by the Professor during the course

One of the following books to choose among:
R. Feynman, The law of physics, Bollati Boringhieri, Torino
R Di Salle, Understanding the space-time, Bollati Boringhieri, Torino
S. Weinberg, The First Three Minutes, Mondadori, Milano
P. Maffei, The Monsters of the sky; Mondadori, Milano

Reference books
G. Ianniello, M. De Maria, History and Teaching of Physics, Tools for Teaching, Arachne, Roma
M. Gagliardi, E. Giordano, Metodi e strumenti per l’insegnamento e l’apprendimento della Fisica, EdiSES, Napoli.
Un testo di Fisica generale tra: U. Amaldi, The Physics of Amaldi. Ideas and experiments, vol 1, 2, 3, Zanichelli, Bologna or D. Halliday, R. Resnick, J. Walker, Fundamentals of Physics, Mechanics, Thermodynamics, Electromagnetism, Modern physics, Zanichelli, Bologna1

PHYSICAL. MEASURE OF A PHYSICAL SIZE. Experimental Physics and Theoretical Physics. ELEMENTS OF INFINITESIMAL ANALYSIS, CONCEPT FUNCTION ROLE IN PHYSICS. CONCEPT OF LIMIT AND DERIVATIVE. EXPERIMENTAL METHOD. READ AND FUNCTIONS. READ IN PHYSICAL REPRESENTATION OF A PLAN CARTESIAN. CARRIERS, IN ELEMENTARY ALGEBRA GEOMETRIC SHAPE. CARRIERS IN FORM CARTESIAN. GETTING IN SHAPE CARTESIAN. CONCEPT OF ERROR IN PHYSICS. TYPES OF ERROR. ELEMENTS OF THEORY OF SPREAD OF ERRORS. STATISTICAL SIGNIFICANCE OF THE LAWS OF PHYSICS. EXPERIMENTAL DATA BY LAW PHYSICS. CRITERIA Analysis Reliability OF LAW. DIMENSIONAL ANALYSIS, ROLE AND SIGNIFICANCE. ELEMENTS ANALYSIS DIMENSIONAL ALGEBRA.
LABORATORY: LENGTH, AREA, VOLUME, WEIGHT, WEIGHT DENSITY.
MECHANICS: ELEMENTS OF CINEMATIC POINT. ELEMENTS OF DYNAMICS. PRINCIPLES. SIMPLE APPLICATION OF THE LAW OF NEWTON. HARMONIC OSCILLATOR. ELEMENTS OF STATIC. CONCEPT OF BALANCE. MECHANICAL WORK. ENERGY POTENTIAL AND KINETIC. PRINCIPLE OF MECHANICAL ENERGY CONSERVATION. MOMENTUM. CONSERVATION OF MOMENTUM ..
LABORATORY: STRENGTH AND INTERACTION, STRENGTH AND BALANCE THE PRESSURE ENERGY.
Thermodynamics: CONCEPT OF TEMPERATURE. THERMODYNAMIC SYSTEM. GAS PERFECT ROLE. STATE Thermodynamic. VARIABLE STATE. CONCEPT OF TRANSFORMATION REVERSIBLE AND IRREVERSIBLE. Ideal gas law. Pressure volume diagram. TRANSFORMATION REVERSIBLE SPECIAL, isocoric, isobaric, isothermal, adiabatic. EXPERIENCE JOULE. WORK Thermodynamic. CONCEPT OF OPERATION OF STATE ROLE IN THERMODYNAMICS. FIRST LAW OF THERMODYNAMICS. THERMODYNAMIC CYCLE. SECOND PRINCIPLE OF THERMODYNAMICS, MEANING. THERMAL EFFICIENCY OF A MACHINE. CARNOT CYCLE AND ITS IMPORTANCE. ENTROPIA PHYSICAL AND ITS SIGNIFICANCE. THE CYCLE OF THE EQUATION CLAUSIUS Carnot.
LABORATORY: HEAT AND TEMPERATURE
ELECTROMAGNETISM: Electrostatic. COULOMB FORCE. CONCEPT OF ELECTRICITY. PRIMARY CIRCUITS. OHM LAWS AND KIRCHHOFF. MAGNETIC FIELD. RELATIONSHIP BETWEEN ELECTRICITY AND MAGNETIC FIELD. MAGNETIC FORCE. LAW OF AMPERE. LAW OF FARADAY INDUCTION ELECTROMAGNETIC. ELECTROMAGNETIC AND SPREAD.
IMPACTS ONDULATORI. MECHANICAL WAVES. ELECTROMAGNETIC WAVES. ELEMENTS OF GEOMETRIC OPTICS AND OPTICAL PHYSICS.
LABORATORY: ELECTRICITY, ELECTRICITY, MAGNETISM, LIGHT RAYS AND IMAGES.
Evolution of research in Physics Education. Current view in the teaching of physics. Evaluation of scientific expertise.

D. ALLASIA, V. MONTEL, G. RINAUDO, PHYSICS FOR TEACHERS, AND CORTINA, TORINO
Handouts provided by the Professor during the course.

PHYSICAL. MEASURE OF A PHYSICAL SIZE. Experimental Physics and Theoretical Physics. ELEMENTS OF INFINITESIMAL ANALYSIS, CONCEPT FUNCTION ROLE IN PHYSICS. CONCEPT OF LIMIT AND DERIVATIVE. EXPERIMENTAL METHOD. READ AND FUNCTIONS. READ IN PHYSICAL REPRESENTATION OF A PLAN CARTESIAN. CARRIERS, IN ELEMENTARY ALGEBRA GEOMETRIC SHAPE. CARRIERS IN FORM CARTESIAN. GETTING IN SHAPE CARTESIAN. CONCEPT OF ERROR IN PHYSICS. TYPES OF ERROR. ELEMENTS OF THEORY OF SPREAD OF ERRORS. STATISTICAL SIGNIFICANCE OF THE LAWS OF PHYSICS. EXPERIMENTAL DATA BY LAW PHYSICS. CRITERIA Analysis Reliability OF LAW. DIMENSIONAL ANALYSIS, ROLE AND SIGNIFICANCE. ELEMENTS ANALYSIS DIMENSIONAL ALGEBRA.
LABORATORY: LENGTH, AREA, VOLUME, WEIGHT, WEIGHT DENSITY.
MECHANICS: ELEMENTS OF CINEMATIC POINT. ELEMENTS OF DYNAMICS. PRINCIPLES. SIMPLE APPLICATION OF THE LAW OF NEWTON. HARMONIC OSCILLATOR. ELEMENTS OF STATIC. CONCEPT OF BALANCE. MECHANICAL WORK. ENERGY POTENTIAL AND KINETIC. PRINCIPLE OF MECHANICAL ENERGY CONSERVATION. MOMENTUM. CONSERVATION OF MOMENTUM ..
LABORATORY: STRENGTH AND INTERACTION, STRENGTH AND BALANCE THE PRESSURE ENERGY.
Thermodynamics: CONCEPT OF TEMPERATURE. THERMODYNAMIC SYSTEM. GAS PERFECT ROLE. STATE Thermodynamic. VARIABLE STATE. CONCEPT OF TRANSFORMATION REVERSIBLE AND IRREVERSIBLE. Ideal gas law. Pressure volume diagram. TRANSFORMATION REVERSIBLE SPECIAL, isocoric, isobaric, isothermal, adiabatic. EXPERIENCE JOULE. WORK Thermodynamic. CONCEPT OF OPERATION OF STATE ROLE IN THERMODYNAMICS. FIRST LAW OF THERMODYNAMICS. THERMODYNAMIC CYCLE. SECOND PRINCIPLE OF THERMODYNAMICS, MEANING. THERMAL EFFICIENCY OF A MACHINE. CARNOT CYCLE AND ITS IMPORTANCE. ENTROPIA PHYSICAL AND ITS SIGNIFICANCE. THE CYCLE OF THE EQUATION CLAUSIUS Carnot.
LABORATORY: HEAT AND TEMPERATURE
ELECTROMAGNETISM: Electrostatic. COULOMB FORCE. CONCEPT OF ELECTRICITY. PRIMARY CIRCUITS. OHM LAWS AND KIRCHHOFF. MAGNETIC FIELD. RELATIONSHIP BETWEEN ELECTRICITY AND MAGNETIC FIELD. MAGNETIC FORCE. LAW OF AMPERE. LAW OF FARADAY INDUCTION ELECTROMAGNETIC. ELECTROMAGNETIC AND SPREAD.
IMPACTS ONDULATORI. MECHANICAL WAVES. ELECTROMAGNETIC WAVES. ELEMENTS OF GEOMETRIC OPTICS AND OPTICAL PHYSICS.
LABORATORY: ELECTRICITY, ELECTRICITY, MAGNETISM, LIGHT RAYS AND IMAGES.
Evolution of research in Physics Education. Current view in the teaching of physics. Evaluation of scientific expertise.

D. ALLASIA, V. MONTEL, G. RINAUDO, PHYSICS FOR TEACHERS, AND CORTINA, TORINO
Handouts provided by the Professor during the course.

PHYSICAL. MEASURE OF A PHYSICAL SIZE. Experimental Physics and Theoretical Physics. ELEMENTS OF INFINITESIMAL ANALYSIS, CONCEPT FUNCTION ROLE IN PHYSICS. CONCEPT OF LIMIT AND DERIVATIVE. EXPERIMENTAL METHOD. READ AND FUNCTIONS. READ IN PHYSICAL REPRESENTATION OF A PLAN CARTESIAN. CARRIERS, IN ELEMENTARY ALGEBRA GEOMETRIC SHAPE. CARRIERS IN FORM CARTESIAN. GETTING IN SHAPE CARTESIAN. CONCEPT OF ERROR IN PHYSICS. TYPES OF ERROR. ELEMENTS OF THEORY OF SPREAD OF ERRORS. STATISTICAL SIGNIFICANCE OF THE LAWS OF PHYSICS. EXPERIMENTAL DATA BY LAW PHYSICS. CRITERIA Analysis Reliability OF LAW. DIMENSIONAL ANALYSIS, ROLE AND SIGNIFICANCE. ELEMENTS ANALYSIS DIMENSIONAL ALGEBRA.
LABORATORY: LENGTH, AREA, VOLUME, WEIGHT, WEIGHT DENSITY.
MECHANICS: ELEMENTS OF CINEMATIC POINT. ELEMENTS OF DYNAMICS. PRINCIPLES. SIMPLE APPLICATION OF THE LAW OF NEWTON. HARMONIC OSCILLATOR. ELEMENTS OF STATIC. CONCEPT OF BALANCE. MECHANICAL WORK. ENERGY POTENTIAL AND KINETIC. PRINCIPLE OF MECHANICAL ENERGY CONSERVATION. MOMENTUM. CONSERVATION OF MOMENTUM ..
LABORATORY: STRENGTH AND INTERACTION, STRENGTH AND BALANCE THE PRESSURE ENERGY.
Thermodynamics: CONCEPT OF TEMPERATURE. THERMODYNAMIC SYSTEM. GAS PERFECT ROLE. STATE Thermodynamic. VARIABLE STATE. CONCEPT OF TRANSFORMATION REVERSIBLE AND IRREVERSIBLE. Ideal gas law. Pressure volume diagram. TRANSFORMATION REVERSIBLE SPECIAL, isocoric, isobaric, isothermal, adiabatic. EXPERIENCE JOULE. WORK Thermodynamic. CONCEPT OF OPERATION OF STATE ROLE IN THERMODYNAMICS. FIRST LAW OF THERMODYNAMICS. THERMODYNAMIC CYCLE. SECOND PRINCIPLE OF THERMODYNAMICS, MEANING. THERMAL EFFICIENCY OF A MACHINE. CARNOT CYCLE AND ITS IMPORTANCE. ENTROPIA PHYSICAL AND ITS SIGNIFICANCE. THE CYCLE OF THE EQUATION CLAUSIUS Carnot.
LABORATORY: HEAT AND TEMPERATURE
ELECTROMAGNETISM: Electrostatic. COULOMB FORCE. CONCEPT OF ELECTRICITY. PRIMARY CIRCUITS. OHM LAWS AND KIRCHHOFF. MAGNETIC FIELD. RELATIONSHIP BETWEEN ELECTRICITY AND MAGNETIC FIELD. MAGNETIC FORCE. LAW OF AMPERE. LAW OF FARADAY INDUCTION ELECTROMAGNETIC. ELECTROMAGNETIC AND SPREAD.
IMPACTS ONDULATORI. MECHANICAL WAVES. ELECTROMAGNETIC WAVES. ELEMENTS OF GEOMETRIC OPTICS AND OPTICAL PHYSICS.
LABORATORY: ELECTRICITY, ELECTRICITY, MAGNETISM, LIGHT RAYS AND IMAGES.
Evolution of research in Physics Education. Current view in the teaching of physics. Evaluation of scientific expertise.

D. ALLASIA, V. MONTEL, G. RINAUDO, PHYSICS FOR TEACHERS, AND CORTINA, TORINO
Handouts provided by the Professor during the course.

The "Educational Technologies" laboratory aims to provide students with the opportunity to understand how a video game works, how video games are used to promote the development of educational skills and to design a video game designed specifically for educational purposes. The students, acquiring knowledge about the use of video games to promote learning and experiencing firsthand the gaming experience, will work in groups to design the prototype of a video game to be used in the classroom, deciding the plot, the characters, the mechanics and the purposes. They will also have the opportunity to work in a gamified context, that is to say one that adopts elements typical of video games. The activities of the workshop, which will be divided into weekly meetings, will be carried out by the students both in presence and on the Moodle Formonline platform.

In the laboratory, innovative teaching methods using digital devices have been tested. The students were asked to design a flipped lesson, articulating it in three constituent moments - preoperative, operative, debrifing - and to use advance organizers, in particular the conceptual maps designed by Novak on the basis of the theories of Ausubel. As far as digital technologies are concerned, the Kahoot app was used In BYOD mode. The students were given the task of creating a quiz through a series of simple steps: insertion of data, such as: - the name of the quiz, which must be intuitive, understandable and immediately refer to the content/subject to be verified; - a brief description of the topics dealt with, so that the subjects to be tested can be better focused; - an identification image of the test (e.g. a map for geographical questions, a map for scientific questions, etc.).); - a unique password to guarantee the quiz's privacy; - the language and the target audience to whom the test is addressed; - the documentation through which the quiz's questions have been formulated; - a video tutorial through Youtube. The work carried out by the students was uploaded to the platform formonline.

The "Educational Technologies" laboratory aims to provide students with the opportunity to understand how a video game works, how video games are used to promote the development of educational skills and to design a video game designed specifically for educational purposes. The students, acquiring knowledge about the use of video games to promote learning and experiencing firsthand the gaming experience, will work in groups to design the prototype of a video game to be used in the classroom, deciding the plot, the characters, the mechanics and the purposes. They will also have the opportunity to work in a gamified context, that is to say one that adopts elements typical of video games. The activities of the workshop, which will be divided into weekly meetings, will be carried out by the students both in presence and on the Moodle Formonline platform.

In the laboratory, innovative teaching methods using digital devices have been tested. The students were asked to design a flipped lesson, articulating it in three constituent moments - preoperative, operative, debrifing - and to use advance organizers, in particular the conceptual maps designed by Novak on the basis of the theories of Ausubel. As far as digital technologies are concerned, the Kahoot app was used In BYOD mode. The students were given the task of creating a quiz through a series of simple steps: insertion of data, such as: - the name of the quiz, which must be intuitive, understandable and immediately refer to the content/subject to be verified; - a brief description of the topics dealt with, so that the subjects to be tested can be better focused; - an identification image of the test (e.g. a map for geographical questions, a map for scientific questions, etc.).); - a unique password to guarantee the quiz's privacy; - the language and the target audience to whom the test is addressed; - the documentation through which the quiz's questions have been formulated; - a video tutorial through Youtube. The work carried out by the students was uploaded to the platform formonline.

Activities involving the use of assessment tools proposed during the course of Developmental Psychology for Inclusion and to develop projects for the promotion of prosocial behavior in educational contexts.

Teaching aids and assessment tools

Activities involving the use of assessment tools proposed during the course of Developmental Psychology for Inclusion and to develop projects for the promotion of prosocial behavior in educational contexts.

Teaching aids and assessment tools

Activities involving the use of assessment tools proposed during the course of Developmental Psychology for Inclusion and to develop projects for the promotion of prosocial behavior in educational contexts.

Teaching aids and assessment tools

During the laboratory will be described and studied the biodiversity and the educational processes aimed at its protection. In particular, educational activities are aimed at understanding and deepen the biodiversity at different levels of organization: genetic, specific and of ecosystem.

No texts are provided.

During the laboratory will be described and studied the biodiversity and the educational processes aimed at its protection. In particular, educational activities are aimed at understanding and deepen the biodiversity at different levels of organization: genetic, specific and of ecosystem.

No texts are provided.

During the laboratory will be described and studied the biodiversity and the educational processes aimed at its protection. In particular, educational activities are aimed at understanding and deepen the biodiversity at different levels of organization: genetic, specific and of ecosystem.

No texts are provided.

The geometric graphical representation

R. Sicurelli, Tecniche per la creatività artistica visiva. Dal punto e la linea al ritratto, dal fotomontaggio ai suoni del colore, Trento, 2004

The museum as an exposition and laboratory space.

Munari B., Il laboratorio per bambini a Brera. Progetto e metodo del primo laboratorio per bambini alla Pinacoteca di Brera a Milano 1977, Bologna 1981, Zanichelli

Pollock and the action painting: a "discovery" between art and play

R. Sicurelli, Tecniche per la creatività artistica visiva. Dal punto e la linea al ritratto, dal fotomontaggio ai suoni del colore, Erickson, 2001

- Child’s right to play: from International Declarations to the experienced or neglected right.
- Body scheme and developmental stages, postural patterns and fundamental movement skills.
- Motor abilities, coordivative and conditional abilities, sensitive phases.
- Link between motor ability and motor skill.
- Physical activity and developmental age.
- From the promotion of the development of the moving body to the education to citizenship - A four-pillar model: physical fitness, motor coordination, cognition and creativity, life skills.
- The value of early diversification in education through movement and sport experiences: multi-sports, multi-laterality, and variability of practice. Prescriptive and heuristic approaches to motor/sport learning and spectrum of reproductive to productive teaching styles; exercising the process of production of creative solution to motor problems.
- Interdisciplinarity and transdisciplinarity: how to structure activity breaks, interdisciplinary learning activities and social integration activities through movement in the classroom and in the gym.
- The role of an environment that is conducive to physical activity to bridge spontaneous play, deliberate play and deliberate practice.
- Toward an education centered on the active child: a multisectoral ecological model.
- Adapted motor activities for special populations.
- Methods and teaching (exercise and deliberate play) to promote the development of physical fitness for health.
- Methods and teaching (exercise and deliberate play) to promote the development of fundamental movement skills, motor control and perceptual-motor adaptation abilities.
- Methods and teaching (exercise and deliberate play) to promote the development of executive cognitive function, motor creativity and creative thinking
- Methods and teaching strategies to promote the development of intrapersonal life skills (e.g., goal setting, problem solving) and interpersonal life skills (e.g., empathy, effective communication, cooperation, appreciation of diversity) and to satisfy the fundamental needs for autonomy, competence and relatedness.

Mandatory book:
Pesce, C., Marchetti, R., Motta, A., & Bellucci, M. (2015). Joy of Moving – MoviMenti & ImmaginAzione. Giocare con la variabilità per promuovere lo sviluppo motorio, cognitivo e del Cittadino. Torgiano (PG): Calzetti-Mariucci.

Advised book:
Marchetti, R., Bellotti, P., & Pesce, C. (2016). Insegnare la vita con il movimento e lo sport. Ovvero considerando il ragazzo che si muove pensiamo all’uomo che cresce.e si sviluppa…Le novità delle scienze del movimento lette insieme a voi. Torgiano (PG): Calzetti-Mariucci.

The course aims to illustrate the strengths and weaknesses of the two main modes of teaching of history: the chronological and the conceptual or thematic.

W. Panciera, Insegnare storia nella scuola primaria e dell'infanzia, Roma, Carocci, 2016
Price Simon e Thonemann Peter, In principio fu Troia. L'Europa nel mondo antico, Laterza, 2014

or

Luca Tedesco, Didattica della storia. Un manuale per la scuola primaria e dell’infanzia, Mondadori-Le Monnier (in corso di stampa)

Lando Landi, Insegnare la storia ai bambini, Carocci, 2006

Italian Literature and Teaching Methods of Italian Literature
Course Plan
Italian literature from the 1800’s to present day in relation to European literature.
The course will be structured in three parts.
The first part will focus on the development of basic historical knowledge regarding Italian literature from the 1800’s to present day through a review of the primary literary movements and a study of the profiles of the great minds of Italian and European literature.
In the second part, the most significant works of the 1800's and of the first half of the 1900's will be examined through an in-depth analysis of the influence that certain literary movements and authors, both Italian and foreign, had on the entire European territory. The same form of scrutiny will be used to identify emerging contemporary authors of an era characterized by a concerning lack of affirmation of distinct literary movements and texts destined to become future literary classics.
In the third part, after the acquisition of the aforementioned knowledge, students will be given the opportunity to develop methodological teaching elements aimed at building educational paths for individual reading, group reading and reading out loud alongside future pupils of both pre-school and primary level, with the goal of guiding them towards a direct knowledge of the authors that, in the following scholastic levels, will be the focus of the teachings of Italian literature, with the ultimate goal of implementing a real educational continuity.

1) Antonio Piromalli, Storia della letteratura italiana, capitoli dal XIV alla fine (interamente consultabile in rete all'indirizzo www.storiadellaletteratura.it)
oppure
Giulio Ferroni, Storia della letteratura italiana.il Novecento e il nuovo millennio, vol. IV, Mondadori, Milano 2012
2) Gianna Marrone (a cura), Narrativa per grandi e piccini. Viaggio nella letteratura, Edizioni Conoscenza, Roma 2016 (in corso di stampa)
3) Italo Calvino, Perché leggere i classici, Palomar-Mondadori, Milano
4) Gianna Marrone, Libri che parlano di libri. Letterature, scritture, letture, libri, Il Pepeverde, Roma 2015 (e-book)
5) Letture di 4 testi classici e di 4 testi contemporanei

The course is structured as to allow the implementation of the students’ linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities.
Pre-reading and post-reading activities, reading and listening comprehension will stimulate the students’ reflection and discussion on general-interest themes and provide useful topics for class-work, both at written and oral level. The constant use of English in the classroom will be encouraged, and students will be fostered to noticing the differences and similarities between L2 and L1.
Students will also be required to put their skills into practice during the course developing some tasks, under the supervision of the teacher and involving the whole classroom. Such practical approach allows students to engage in methodological discussions, contributing to the application of CLIL as well.

- M. SLATTERY, J. WILLIS, English for Primary School Teachers, Oxford University Press, 2005
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- J. HARMER, How to Teach English, Pearson Longman, 2007
- M. MINNITI, Time In - English for Kids, available on ilmiolibro.it

Materials to be used during the Lab will be put on the teacher's web page, on the Department website

The lab is structured in a series of lessons followed by simulation activities in the classroom, based on the texts suggested and on materials given in class.

- M. SLATTERY, J. WILLIS, English for Primary School Teachers, Oxford University Press, 2005
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- J. HARMER, How to Teach English, Pearson Longman, 2007
- M. MINNITI, Time In - English for Kids, available on ilmiolibro.it

Materials to be used during the Lab will be put on the teacher's web page, on the Department website

The lab is structured in a series of lessons followed by simulation activities in the classroom, based on the texts suggested and on materials given in class.

- M. SLATTERY, J. WILLIS, English for Primary School Teachers, Oxford University Press, 2005
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- J. HARMER, How to Teach English, Pearson Longman, 2007
- M. MINNITI, Time In - English for Kids, available on ilmiolibro.it

Materials to be used during the Lab will be put on the teacher's web page, on the Department website

Teaching proposals for motor activities for children's and primary school

Mandatory book:
Pesce, C., Marchetti, R., Motta, A., & Bellucci, M. (2015). Joy of Moving – MoviMenti & ImmaginAzione. Giocare con la variabilità per promuovere lo sviluppo motorio, cognitivo e del Cittadino. Torgiano (PG): Calzetti-Mariucci.

Advised book:
Marchetti, R., Bellotti, P., & Pesce, C. (2016). Insegnare la vita con il movimento e lo sport. Ovvero considerando il ragazzo che si muove pensiamo all’uomo che cresce.e si sviluppa…Le novità delle scienze del movimento lette insieme a voi. Torgiano (PG): Calzetti-Mariucci.

Teaching proposals for motor activities for children's and primary school.

Mandatory book:
Pesce, C., Marchetti, R., Motta, A., & Bellucci, M. (2015). Joy of Moving – MoviMenti & ImmaginAzione. Giocare con la variabilità per promuovere lo sviluppo motorio, cognitivo e del Cittadino. Torgiano (PG): Calzetti-Mariucci.

Advised book:
Marchetti, R., Bellotti, P., & Pesce, C. (2016). Insegnare la vita con il movimento e lo sport. Ovvero considerando il ragazzo che si muove pensiamo all’uomo che cresce.e si sviluppa…Le novità delle scienze del movimento lette insieme a voi. Torgiano (PG): Calzetti-Mariucci.

Teaching proposals for motor activities for children's and primary school.

Mandatory book:
Pesce, C., Marchetti, R., Motta, A., & Bellucci, M. (2015). Joy of Moving – MoviMenti & ImmaginAzione. Giocare con la variabilità per promuovere lo sviluppo motorio, cognitivo e del Cittadino. Torgiano (PG): Calzetti-Mariucci.

Advised book:
Marchetti, R., Bellotti, P., & Pesce, C. (2016). Insegnare la vita con il movimento e lo sport. Ovvero considerando il ragazzo che si muove pensiamo all’uomo che cresce.e si sviluppa…Le novità delle scienze del movimento lette insieme a voi. Torgiano (PG): Calzetti-Mariucci.

The workshop will include three meetings (3+3+2 hours)
The first meeting will be an encounter with a known contemporary author or a guided tour in a location that is considered culturally significant to literature, such as a book fair, library, bookstore etc.
In the second meeting students will be organized in work groups and will have to develop short interdisciplinary projects on literature that they will present to the rest of the class during the third meeting.

The workshop will include three meetings (3+3+2 hours)
The first meeting will be an encounter with a known contemporary author or a guided tour in a location that is considered culturally significant to literature, such as a book fair, library, bookstore etc.
In the second meeting students will be organized in work groups and will have to develop short interdisciplinary projects on literature that they will present to the rest of the class during the third meeting

The workshop will include three meetings (3+3+2 hours)
The first meeting will be an encounter with a known contemporary author or a guided tour in a location that is considered culturally significant to literature, such as a book fair, library, bookstore etc.
In the second meeting students will be organized in work groups and will have to develop short interdisciplinary projects on literature that they will present to the rest of the class during the third meeting