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 understand the difference between history of institutions and total history, an historiographic paradigm developed by the annalistic school
4)to acquire the specificity of the educational language by reading a classic of literature

1. Saverio Santamaita, Storia della scuola, Milano, Bruno Mondadori, (latest publication).
2. Gianna Marrone (Ed.), Maestre e maestri d'Italia in 150 anni di storia della scuola, Edizioni Conoscenza, Roma (latest publication)
3. John Dewey, Scuola e società, Preface by F. Borruso, Edizioni Conoscenza, Roma, 2018
4. Rina Nigrisoli, La mia scuola, Preface by F. Borruso, Unicopli, Milano, 2011

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.
Lecturing is based on active participation of the sudents, providing interactive situation studies and using new technologies. In particular, an activity to create OERs for cross sectional competencens development in the framework of heritage fruition with in primary school level teaching and learning will be offered.
The online workshop is related to J. J. Rousseau’s “Emile, or On Education” and it is accessible at the formonline platform.

- Poce A., Cultural Heritage and the Development of XXI Century Skills in Primary Education, Milano, FrancoAngeli, 2018.
- Poce A., Tecnologia Critica, Creatività e Didattica della Scienza, Milano, FrancoAngeli, 2015.
- Materiali resi disponibili durante il corso

The origin of Geometry, 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. Groups of plane transformations.

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

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

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, 2012

JOHN DEWEY, Esperienza e educazione, Raffaello Cortina, Milano, 2014

ORNELLA MARTINI, Dare corpo, Tombolini Editore, Loreto, 2016

Indicazioni Nazionali per il curricolo della scuola dell'infanzia e il primo ciclo di istruzione

Course content

Course title: Pedagogy amongst educational action, nature and science

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.

□ Group 1
AF: Annual students with 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
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., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Milano, Franco Angeli, 2018.
4) 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.

Second semester
5) Studio di due articoli, il primo articolo è: 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; il secondo articolo
va scelto dallo/a studente/ssa all’interno dello stesso numero de “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014, on line.
6) Un volume assegnato a ciascuno studente da una lista scelta di classici e di contemporanei (la ricerca avviene da dicembre, il libro si studia da gennaio e si presenta in aula da marzo). Il file con l’assegnazione del classico/contemporaneo è predisposto dalla docente e sarà pubblicato nel sito www.sandrachistolini.it alla fine del primo semestre. Il libro va preso in prestito in una biblioteca per dimostrare di saper usare il servizio del prestito, non va acquistato.
7) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Milano, Franco Angeli, 2013.

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., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Milano, Franco Angeli, 2018.
4) 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.
5) Studio di due articoli, il primo articolo è: 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; il secondo articolo
va scelto dallo/a studente/ssa all’interno dello stesso numero de “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014, on line

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 oppure 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) Un volume assegnato a ciascuno studente da una lista scelta di classici e di contemporanei (la ricerca avviene da dicembre, il libro si studia da gennaio e si presenta in aula da marzo). Il file con l’assegnazione del classico/contemporaneo è predisposto dalla docente e sarà pubblicato nel sito www.sandrachistolini.it alla fine del primo semestre. Il libro va preso in prestito in una biblioteca per dimostrare di saper usare il servizio del prestito, non va acquistato.
3) Studio di due articoli, il primo articolo è: 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; il secondo articolo
va scelto dallo/a studente/ssa all’interno dello stesso numero de “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014, on line.
4) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Milano, Franco Angeli, 2013.
5) Chistolini S., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Milano, Franco Angeli, 2018.

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:
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
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., L’asilo infantile di Giuseppina Pizzigoni. Bambino e scuola in una pedagogia femminile del Novecento, Milano, Franco Angeli, 2009 oppure Chistolini S., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Milano, Franco Angeli, 2018.
4) 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.

Second semester
5) Studio di due articoli, il primo articolo è: 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; il secondo articolo va scelto dallo/a studente/ssa all’interno dello stesso numero de “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014.
6) Un volume assegnato a ciascuno studente da una lista scelta di classici e di contemporanei (la ricerca avviene da dicembre, il libro si studia da gennaio e si presenta in aula da marzo). Il file con l’assegnazione del classico/contemporaneo è predisposto dalla docente e sarà pubblicato nel sito www.sandrachistolini.it alla fine del primo semestre. Il libro va preso in prestito in una biblioteca per dimostrare di saper usare il servizio del prestito, non va acquistato.
7) 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.

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
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., L’asilo infantile di Giuseppina Pizzigoni. Bambino e scuola in una pedagogia femminile del Novecento, Milano, Franco Angeli, 2009 oppure Chistolini S., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Milano, Franco Angeli, 2018.
4) Chistolini S., La pedagogia di Giambattista Vico tra tradizione e modernità, Saarbrücken, Edizioni Accademiche Italiane, in collaborazione con B. Fuchs, 2014, oppure Chistolini S. (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Fermo, Andrea Livi, 2015.
5) Studio di due articoli, il primo articolo è: 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; il secondo articolo va scelto dallo/a studente/ssa all’interno dello stesso numero de “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014.

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
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) Studio di due articoli, il primo articolo è: 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; il secondo articolo va scelto dallo/a studente/ssa all’interno dello stesso numero de “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014.
4) Un volume assegnato a ciascuno studente da una lista scelta di classici e di contemporanei (la ricerca avviene da dicembre, il libro si studia da gennaio e si presenta in aula da marzo). Il file con l’assegnazione del classico/contemporaneo è predisposto dalla docente e sarà pubblicato nel sito www.sandrachistolini.it alla fine del primo semestre. Il libro va preso in prestito in una biblioteca per dimostrare di saper usare il servizio del prestito, non va acquistato.
5) 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.

Contents of the Laboratory
Laboratory title: Educating in a school of innovation

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.

Reference books and tools
1. Chistolini S., Scienza e formazione. Manuale del laboratorio universitario di pedagogia, Milano, Franco Angeli, 2006.
2. Chistolini S., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Milano, Franco Angeli, 2018.
3. Chistolini S., Etica ed estetica nella scuola dell’infanzia di ispirazione pizzigoniana, in “Le Nuove Frontiere della Scuola”, anno VII, n. 20, luglio, 2009, pp. 25-30.
4. Chistolini S., Piccole vittime da proteggere. Identificare e affrontare le conseguenze della vittimizzazione dei bambini esposti alla violenza domestica, Tricase (LE), Libellula, 2017.
5. 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
6. 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.
7. Link to articles specifically related to the Laboratory.
8. 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.

The Workshop of Pedagogy and Didactics of Music, for the present Academic Year, will be held in the 1st and 2nd semester, 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.

1. Natural numbers and numbering systems: symbolic notation, historical examples of positional notation; arithmetic decomposition.

2. Integer numbers: operations; induction principle, Peano axioms; cardinality.

3. Elementary arithmetic: the division N; Euclidean algorithm of the Greatest Common Divisor; equivalence relations and congruences. Prime numbers.

4. Rational numbers: historical origins; ratios and measures; fractions and decimals. Construction of the set Q from Z. Density of rational numbers. Real numbers, beyond the geometric continuous

GIORGIO ISRAEL e ANA MILLÁN GASCA 2012 Pensare in matematica, Zanichelli, Bologna.
(consultare anche il materiale presente nel sito del libro: http://online.universita.zanichelli.it/israel/)
ANA MILLÁN GASCA 2016 Numeri e forme. I bambini e la matematica. Zanichelli, Bologna.

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; the second part, monographic, is focused on the following subject: Music and contemporary art: the itinerary of Aldo Clementi.
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; A. CLEMENTI. Entropie sonore. Scritti e interviste, Ed. by R. POZZI, Lucca, LIM, in corso di stampa;
C. ZAMBIANCHI, Arte contemporanea: dall’espressionismo astratto alla pop art, Roma Carocci, 2011.

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.

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. (Https://www.acs.org/content/acs/en/education/whatischemistry/ adventures-in-chemistry / experiments / colors-move.html)
Education Board 1: Recycling of plastic
Easily reproducible instructional video on the construction of a plastic from milk proteins (Https://www.youtube.com/watch?v=akhs3wcSDGA)
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 easily reproducible on Osmotic Pressure: changes in weight and size
of an egg in dependence of the concentration of the solution in which is immersed (https://www.youtube.com/watch?v=qWwWcP4jfIY)
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 burning sugar
(Https://www.youtube.com/watch?v=qWwWcP4jfIY https://www.youtube.com/watch?v=E0VUIE5zfYc)
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 the reactivity in water of the metal elements of the first group (https://www.youtube.com/watch?v=m55kgyApYrY), the action of the acid on the copper coins (http://www.videojug.com / film / how-to-clean-a-penny) and finally the reaction of aluminium in a soda solution (https://www.youtube.com/watch?v=CASWxyisT28).
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: (Http://upload.wikimedia.org/wikipedia/commons/4/4a/Motore-idrogeno_hydrogen_engine.gif)
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. https://www.youtube.com/watch?v=Be-_OgewR1M
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

The Literature course for children intends to address the future teachers of kindergarten and primary schools to provide them with hermeneutical, didactic, historiographical, linguistic and iconographic tools useful for dealing with, with due pedagogical awareness, the reading of literary texts intended for public of children and adolescents.
The lessons in attendance will be devoted mainly to the identification of strategies and methods for educating children to read and to stimulate the necessary motivational processes in them. Reading aloud, the animated reading, the construction of the reading environment, the physical relationship with the object-book, the reading of the images, the places where to carry out the promotion of reading (school, library, playroom, house etc. ), the creative relationship between storytelling, reading and writing: these are just some of the great themes that go through and determine the complex relationship between the child and the literary text and which must be tackled with pedagogical care and professionalism to counter the serious problem of the removal of young people from reading practices and from the use of literary texts.
Alongside these theoretical aspects the lessons of prof. Cantatore will be characterized by:
1. appropriate historical focus to identify the most important steps of the progressive formation of a literary tradition specifically dedicated to younger people;

2. practical demonstrations of how to read a book to / with children (in this case students are actively involved).
During the course, cinematographic transpositions of literary texts for children will be projected and writers, illustrators, critics, publishers, booksellers, educators, teachers specialized in children's literature will be invited to lecture.
The course also includes virtual meetings between the lecturer and the students via e-mail (exchange of educational materials, urgent notices, information on events related to children's literature in which it is possible to participate as exhibitions, shows, exhibitions, etc. .). Through the online environment, each student must perform an exercise assigned by the teacher. It is essential that all students register for the Roma Tre formonline platform.








The Literature course for children intends to address the future teachers of kindergarten and primary schools to provide them with hermeneutical, didactic, historiographical, linguistic and iconographic tools useful for dealing with, with due pedagogical awareness, the reading of literary texts intended for public of children and adolescents.
The lessons in attendance will be devoted mainly to the identification of strategies and methods for educating children to read and to stimulate the necessary motivational processes in them. Reading aloud, the animated reading, the construction of the reading environment, the physical relationship with the object-book, the reading of the images, the places where to carry out the promotion of reading (school, library, playroom, house etc. ), the creative relationship between storytelling, reading and writing: these are just some of the great themes that go through and determine the complex relationship between the child and the literary text and which must be tackled with pedagogical care and professionalism to counter the serious problem of the removal of young people from reading practices and from the use of literary texts.
Alongside these theoretical aspects the lessons of prof. Cantatore will be characterized by:
1. appropriate historical focus to identify the most important steps of the progressive formation of a literary tradition specifically dedicated to younger people;

2. practical demonstrations of how to read a book to / with children (in this case students are actively involved).
During the course, cinematographic transpositions of literary texts for children will be projected and writers, illustrators, critics, publishers, booksellers, educators, teachers specialized in children's literature will be invited to lecture.
The course also includes virtual meetings between the lecturer and the students via e-mail (exchange of educational materials, urgent notices, information on events related to children's literature in which it is possible to participate as exhibitions, shows, exhibitions, etc. .). Through the online environment, each student must perform an exercise assigned by the teacher. It is essential that all students register for the Roma Tre formonline platform.

BIBLIOGRAFIA PER SOSTENERE L’ESAME:

Storia e critica della letteratura per l’infanzia:
• Lorenzo Cantatore (a cura di), Primo: leggere, Edizioni Conoscenza
• Marnie Campagnaro (a cura di), Le terre della fantasia: leggere la letteratura per l’infanzia e l’adolescenza, Donzelli

Albi illustrati:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Antonella Abbatiello, Bruno Tognolini, Alfabeto delle fiabe, Topipittori

Romanzi

Due romanzi a scelta fra i seguenti:
• David Almond, Mina, Salani, Firenze
• Anne Laure Bondoux, La vita come viene, San Paolo
• Aidan Chambers, Muoio dalla voglia di conoscerti, Rizzoli
• Roald Dahl, Il GGG, Salani
• Neil Gaiman, Il figlio del cimitero, Mondadori
• Mark Haddon, Lo strano caso del cane ucciso a mezzanotte, Einaudi
• R.J. Palacio, Wonder, Giunti
• Philip Pullman, La bussola d’oro, Salani
• Brian Selznick, La straordinaria invenzione di Hugo Cabret, Mondadori
• Jarry Spinelli, Stargirl, Mondadori

Due romanzi a scelta fra i seguenti:
• Ermanno Detti, L’assalto al cielo, Gallucci
• Antonio Ferrara, Batti il muro, Rizzoli
• Luigi Garlando, ’O mae’. Storia di judo e di camorra, Piemme
• Luisa Mattia, Merlino. La magia di Stonehenge, Giunti
• Angela Nanetti, Mio nonno era un ciliegio, Einaudi Ragazzi
• Bianca Pitzorno, L’incredibile storia di Lavinia, Einaudi Ragazzi
• Roberto Piumini, Mattia e il nonno, Einaudi Ragazzi
• Guido Sgardoli, L’odissea di Argo, Einaudi
• Bruno Tognolini, Il giardino dei musi eterni, Salani
• Paola Zannoner, L’ultimo faro, De Agostini

- McLuhan M., Gli strumenti del comunicare, Il Saggiatore, Milano, 2015
- Maragliano R., Pireddu M., Storia e pedagogia nei media (StudioDigitale) [Formato Kindle], 2014
Un testo a scelta tra:
- Ferrari G.A., Libro, Bollati Boringhieri, Torino, 2014
- Kenneth Goldsmith, Perdere tempo su internet, Einaudi, Torino, 2017

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:
- analyze the concept of inclusion from the perspective of the different interpretative models that animate the current scientific debate
- 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.

Bocci F., De Angelis B., Fregola C., Olmetti Peja D., Zona U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

Medeghini R., D'Alessio S., Marra A.D., Vadalà G., Valtellina E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

Zona U., Edusfera. Processi di apprendimento e strategie didattiche nell’era social (in pubblicazione);

Fregola C. Relazioni efficaci nei luoghi della comunicazione scolastica. Competenze per l’Inclusione nella prospettiva del lifelong learning (titolo provvisorio, in pubblicazione).

J. Bergman, A. Sams, Flip your classroom. La didattica capovolta, Giunti, Firenze 2016.

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.

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

Testi
1. Marina D’Amato, Ci siamo persi i bambini, Laterza, Roma;
2. Marina D’Amato, Per una sociologia dell’educazione e dell’infanzia, dispense 2013-2014, Roma (in vendita presso la libreria Libropoli);
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, Finzioni e mondi possibili, Libreriauniversitaria, Roma;
-Marina D’Amato, Ragioni e Sentimenti, (parte in italiano), RomaTrE-Press, Roma, 2016;
-Milena Gammaitoni, Storie di vita di artiste europee, Cleup, Padova.

For instruction regarding the course, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS COURSE AIMS AT:
- Debunking some of the most pervasive myths and prejudices regarding language and languages and making way to the results of contemporary research in the sciences of language.
- Providing students with sound information regarding how foreign languages are best learned and taught.
- Enhancing students’ metalinguistic capabilities to improve their command of written language and their ability to improve their pupils’ command of written language, both native and L2 speakers.
- Providing students with the linguistic knowledge implied in the processes of both teaching literacy and preparing pre-school children to literacy.
- Presenting the results of contemporary research in syntax – aiming at replacing traditional grammar, both scientifically and educationally obsolete – which will provide the basis of their grammatical teaching at school.

For instruction regarding the texts to prepare for the final examination, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

For instruction regarding the contents of the seminar, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS SEMINAR AIMS AT:
1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU.
2. Introducing students into the orthographic systems of the most representative languages of the Union.
3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life.

For instruction regarding the reading materials for the seminar, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

For instruction regarding the contents of the seminar, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS SEMINAR AIMS AT:
1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU.
2. Introducing students into the orthographic systems of the most representative languages of the Union.
3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life.

For instruction regarding the reading materials for the seminar, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

For instruction regarding the contents of the seminar, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS SEMINAR AIMS AT:
1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU.
2. Introducing students into the orthographic systems of the most representative languages of the Union.
3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life.

For instruction regarding the reading materials for the seminar, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

Course content
Course title: Intercultural pedagogy and education for identity 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.

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. Chistolini S., Lastrucci E., Porcarelli A., Giovani europei e cittadinanza. Lo studio sugli adolescenti italiani nel contesto della ricerca internazionale sull’identità politica, Lecce, Pensa Multimedia, 2018.
3. Zambrano M., Persona e democrazia. La storia sacrificale, Milano, Mondadori, 2000.
4. Zambrano M., L’agonia dell’Europa, Venezia, Marsilio, 1999.
5. Laeng M., Educazione alla libertà civile, morale, religiosa, Teramo, Giunti & Lisciani, 1992.
6. Corradini L., Cultura, pedagogia, educazione nel pensiero di Mauro Laeng, in “Il Nodo. Per una pedagogia della persona”, anno XVIII, n. 44, Nuova Serie, dicembre, 2014, pp. 45-53, on line.
7. Council of Europe, Human rights in culturally diverse societies, Strasbourg, Council of Europe, 2016, on line http://book.coe.int
8. Costituzione della repubblica italiana, on line
9. International dialogue with Colombia theory and experience of citizenship education.
10. A book assigned by the teacher based on the identification number of the student and about migrant children, non violence education, right to education, democratic citizenship.
11. References for school activities:
e) 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
f) Sei manuali scolastici sulla democrazia. Living Democracy manuals, in http://www.coe.int/en/web/edc/living-democracy-manuals#{"10618501":[]}
g) 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
h) 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

The scientific method. Evolution, theories and hypotheses. The history of life on Earth. Passage from single-celled organisms to multi-cellular ones. The fossils. Dating methods. Living beings, the classification of the living. What is the systematic; binary nomenclature. Characteristics of algae and fungi. Plants (Bryophytes, Pteridophytes, Spermatophytes). Invertebrate animals. Vertebrate animals. The cell. Microorganisms. The human body. Skeletal system. Muscular system. Digestive system. Cardiovascular system. Respiratory system. Excretory system. Nervous system. Immune system. Sense organs. Reproduction. Mendel’s law. Observations in the field. Experiments for classes.

Fondamenti di Biologia, Hillis David M.; Sadava David; Heller Craig H.; Price Mary V.. Editore Zanichelli
slides and papers provided by the teacher

The Workshop is aimed at developing in students skills related to inclusive education. Working Group will be carried out on individualized and personalized teaching methods and strategies, also mediated by ICT.

educational tools given by the professor

The module introduces different models and methods in the field of educational empirical research. The course will explore the following topics: research design, research problem and objectives identification, definition of the theoretical framework, hypothesis definition, variable categorization; data collection, characteristics, phases and research tools of projects carried out in formal and informal education, innovative methods for heritage fruition within primary school teaching and learning, assessment and evaluation tools, enhancement of cross sectional competences, critical thinking skills in particular.
Lecturing is interactive and students are to take formative project work assignments, both face to face and at a distance, on the devoted university e-platform.One unit of the teaching and learning path is devoted to the enhancement of critical thinking skills. The above assignments carried out face to face and online are intergral part of the programme and are necessary to be admitted to the final exam.

* Trinchero R., Manuale di ricerca educativa, Milano, FrancoAngeli, 2002

* Poce A., Verba Sequentur. Thinking and Writing for a Critical Development of Competences at Secondary School, Milano, FrancoAngeli, 2017

* Vertecchi B., Agrusti G., Losito B., Origini e sviluppi della ricerca valutativa, Milano, FrancoAngeli, 2010

The aim of the course is to learn to teach mathematics in primary school and preschool. Three main lines are considered. First, approaching the history of elementary mathematics education in Europe, from the Middle Ages to the 20th century, and its tracks in modern children math education. Second, applying a vision of elementary mathematics from a higher standpoint to mathematical activities with children; third, discussing the mathematical path of children before and during school, considering naïf mathematical conceptions as linked to the acquisition of language and body development and the endeavor of the teachers at school.

ANA MILLÁN GASCA 2016 Numeri e forme. I bambini e la matematica. Zanichelli, Bologna.

Exercises, readings and lessons diary can be found on formonline.uniroma3.it

Educational materials

Any textbook (mathematics) for primary school or preschool
Cuisenaire rods
1 cm squared notebook.
Pencil, ruler, compass.
ANNA CERASOLI, Sono il numero 1/ Io conto /Tutti in cerchio, Milano, Feltrinelli, any edition. (mathematical readings for children)
ANA RONCHI (2013) Corsivo 1.0 Metodo visivo analitico per l'apprendimento del corsivo nelle classi dalla 1a alla 5a, Calligraphystore.
HANS MAGNUS ENZENSBERGER, Il mago dei numeri, Einaudi, Torino, any edition.

• Learning disorders
• Rational emotional education and therapy (ERE and RET)
• Neurolingustical Programming (NLP)
• Autism Spectrum Disorder
• Communication
• ADHD
• Intellectual disability
• Method Four and Mani Cantanti

 Celi F., Fontana D. (2010), Psicopatologia dello sviluppo. Storie di Bambini e Psicoterapia, McGraw-Hill Editore, Milano.
 A. De Luca (2019), ComunicaMente. Edizioni Fabbrica dei Segni, Novate Milanese. (indicativamente disponibile dal 30 aprile 2019)



The personal bulletin board contains information, in-depth information, discussions and educational material

- Introduction to Ecology
- The organism: natural adaptation and selection
- Population: properties, growth models and intraspecific regulation
- Species: definition, properties, interactions between species, ecological niche
- Community: structure and dynamics
- Ecosystem: properties, functions and nutrient cycle
- Biogeochemical cycles
- Landscape: properties and dynamics
- Types of ecosystems: terrestrial, aquatic, transitional ecosystems
- Ecosystem goods and services
- Sustainability and sustainable development
- Management and conservation of resources
- Ecology at school
- Educational ideas and practical experiences in the teaching of ecology

- Thomas M. Smith & Robert Leo Smith, Elements of Ecology, Pearson Ed.
- Support material provided by the teacher

Nivaldo J. Tro., Introduzione alla chimica, Pearson, 2013
Asimov I., Breve storia della chimica. Introduzione alle idee della chimica, Zanichelli, 2011
Magrone P. Millan Gasca A. I bambini e il pensiero scientifico. Il lavoro di Mary Everest Boole. Carocci, 2018

Individual differences in an inclusion perspective
Temperament
Personality development
Coping strategies
Implicit theories about intelligence and personality
Social development
Emotional development
Social and Emotional Learning
Social cognitive theory
Self-regulated learning
Bullyng and cyberbullyng
Prosocial education
CEPIDEAS Junior research project

Personality, Temperament and Coping.
Caprara, Cervone (2003). Personality. Determinants, dynamics, potentials. Milano: Raffaello Cortina. Chapter 5: Personality development across the course of life (pp.145-176).
Personality development: stability and change. Caspi, A., Roberts, B.W. & Shiner, R.L. (2005). Annual Review of Psychology, 56, 453–84.
Personality and Coping. Carver, C.S. & Connor-Smith, J.(2010). Annual Review of Psychology, 61, 679-704.
Gillibrand, Lam, O'Donnell, Tallandini (2010). Developmental psychology. Milano, Torino: Pearson. Chapter 10: Temperament and behavioral development in children.

Implicit theories about intelligence and personality
Dweck, C. (2000). Self theories. Trento: Centro Studi Erickson. Chapter 10: Believing in Fixed Social Traits Impact on Social Coping. Chapter 11: Judging and Labeling Others Another Effect of Implicit Theories. Chapter 13: Holding and Forming Stereotypes.

Self-regulated learning. Social emotional learning.
Zimmerman, B.J. (2002). Becoming a self-regulated learner: An Overview. Theory into Practice, 41 (2), 64-70.
Zins, J.E. & Elias M.J. (2006). 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.
Elias, M.J. (2003). Academic and social-emotional learning. Report: Educational Practices – 11, The International Academy of Education - IAE.
Jones, S.M. & Bouffard, S.M. (2012). Social and Emotional Learning in Schools. From Programs to Strategies, Sharing child and youth development knowledge, 26, 4.
Denham, S.A. & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success, Early Education and Development, 21(5), 652–680.

Emotional and social development. Prosocial competencies.
Schaffer, H. R. (2005). Developmental psychology. Milano, Raffaello Cortina. Chapter 4. Crearte relations (91-135). Chaptere 5. Emotional development (pp. 137-177).
Hyson, M. & Taylor, J.L. (2011). Caring about Caring: What Adults Can Do to Promote Young Children’s Prosocial Skills, Young Children, July, 74-83.
Jennings, P.A. & Greenberg, M.T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes, Review of Educational Research, 79, 1, 491-525.

Prosocial education in the school context: theories and methodological issues
Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Prosocial education. Theory and best practices. Milano - Torino: Pearson Italia.

The course will be held through lectures, slides and visits on the ground. It will introduce the student into the understanding of the elements of the territoriality, the geographical processes and their interactions. It is divided into two modules.

First module – 30 hours
The landscapes in the nature. Environmental frameworks and geomorphological processes

The lessons will start by focusing on those processes that are generated by sub-crustal forces and by exogenous agents. Starting from the specific environmental frameworks, the course will cover the different geomorphological processes shaping the landscapes.

1. E. Lupia Palmieri, M. Parotto, Il globo terreste e la sua evoluzione, Zanichelli
2. Other notes


Second module - 30 hours
The processes of territorialization.

After a presentation of the scientific ‘tools’ for the regional analysis (maps and statistics), the students will study the various topics of human geography: population dynamics, organization of rural areas, the logic of industrial location and geography of the movement, urban geography, the spaces of politics.

The subjects issues will be explained too for the teaching of geography.

1 . P. Dagradi, Cencini C, Compendio di geografia umana, Bologna, Pàtron
2. Other notes


Books for teaching


1. C. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014
2. D. Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009
3. D. Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010
4. G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.
5. Other notes

Geografia I modulo – I paesaggi della natura. Quadri ambientali e processi geomorfologici

Bibliografia: Oltre agli appunti e al materiale illustrativo e cartografico che verrà messo a disposizione dal docente nel corso delle lezioni, gli studenti potranno utilizzare:
1. E. Lupia Palmieri, M. Parotto, Il globo terreste e la sua evoluzione, Zanichelli Sesta ed.
2. Materiale didattico altro

Geografia II modulo – I processi della territorializzazione

Bibliografia:
1. P. Dagradi, Cencini C, Compendio di geografia umana, Bologna, Pàtron (alcuni capp.)
2. Materiale didattico altro



Testi per la didattica della geografia
1. C. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014
2. D. Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009
3. D. Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010
4. G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.
5. Materiale didattico altro

During the workshop students will learn how to build didactic units for the prosociality in the Primary School, according to the CEPIDEAS model.

Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Prosocial education. Theories and best practices. Milano - Torino: Pearson Italia.

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
Argan G.C., L’arte moderna, Firenze 1970 (e successive), dal testo deve essere esclusa l’appendice di Achille Bonito Oliva
Arnheim R., Arte e percezione visiva, Milano 2005, solo capp.: 4 Sviluppo e 7 Colore
Chavarría Arnau A., Archeologia delle chiese. Dalle origini all'anno Mille, Roma 2011 (e successive), solo capp.: 2 Architettura e arredo e 3 Dalla costruzione al culto
Dorfles G., Pinotti A., Manuale di disegno, Bergamo 2014, (solo per gli studenti non frequentanti)
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

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 course aims to illustrate contents concerning theories and practice of the psychological and physical development of the individual until childhood.
Specific issues debated during the course will involve phylogeny and ontogenesis of movement, various theories of evolution and psychomotor development, postural patterns, base motor patterns, skills, abilities and capabilities, theories of motor learning, physical efficiency, body load capabilities, the use of game as a tool for learning, interaction between sports and disabilities, between sports and multicultural diversity, inclusion, role of teacher and coach in sports.
Further issues will be the methods and teaching (exercise and deliberate play) to promote the development of executive cognitive function. Work sessions will be dedicated to coordination and dexterity focusing on rhythmic physical education, 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.
The main goals of the course will be to provide all the knowledge of the psychological and physical development, motor learning during the evolutional stages, the expertise of teaching methods in order to be able to make motor and sporting activities.

Pesce, C., Marchetti, R., Motta, A., Bellucci, M.
Joy of moving. Movimenti e immaginazione
2015
ISBN: 9788860284310
PAG: 646

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

The laboratory class aims at the deepening of linguistic competencies concerning classroom management during the English lesson and the use of classroom English, particularly focusing on the hypothesis of introducing specific didactic techniques (CLIL, Content-based Learning and Task-based Learning). Students will be lead to acquiring skills in:
1. Knowledge and understanding
- Knowledge of the L2 learning/teaching perspectives and theoretical methods, particularly focusing on CLIL, Content-based Learning and Task-based Learning;
- Knowledge of the main professional aspects characterising an L2 teacher, also referring to organization, relationships and regulations (in particular CEFR and National Recommendations);
- Knowledge of IT instruments and technologies related to the didactics of an L2.

2. Applying knowledge and understanding
- Using L2 to create an authentic educational relationship, aiming at emotional-affective, socio-cultural and cognitive development in Infancy and Primary School;
- Planning and realizing education paths, using a variety of methodologies and organization solutions adequate both to the child’s development and the progression of his/her learning;
- Monitoring the didactic activity, also selecting and modulating assessment and evaluation instruments;
- Using L2 to create a comfortable and inclusive environment in the classroom, to foster the integration of disadvantaged learners and/or children belonging to different ethnic groups and cultures.

3. Making judgements
- Through the presentation of contents in a critical form, students will be motivated to:
- Activate their problem-solving abilities starting on the discussion of some case-studies, to interpret Infancy and Primary school children needs in a multicultural perspective;
- Use lateral and critical thinking strategies, consider alternative solutions to problems and make decisions in response to the children’s educational needs;
- Self-evaluate their professional and linguistic preparation, as well as the efficacy of their own didactic action.

4. Communication skills
- Modulating verbal and non-verbal interaction to foster the integrated learning of language and communicative skills (welcoming; explaining experiences, concepts, and theories; motivating learning and supporting children in need, stimulating peer interaction);
- Presenting efficaciously the goals and nature of the didactic intervention;
- Using IT instruments in school context to foster and keep language learning up-to-date.

5. Learning skills
- Developing a desire for professional improvement in a life-long learning perspective;
- Widening their methodologic-didactic culture in the field;
- Deepening contents and methods of L2 teaching, through continual upgrading and updating of discipline repertoires;
- Keeping both their own language mastering and professional improvement alive and up-to-date, through autonomous bibliographic research and participation to training/review courses.

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.

Texts:
- M. SLATTERY, J. WILLIS, English for Primary 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

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

The laboratory class aims at the deepening of linguistic competencies concerning classroom management during the English lesson and the use of classroom English, particularly focusing on the hypothesis of introducing specific didactic techniques (CLIL, Content-based Learning and Task-based Learning). Students will be lead to acquiring skills in:
1. Knowledge and understanding
- Knowledge of the L2 learning/teaching perspectives and theoretical methods, particularly focusing on CLIL, Content-based Learning and Task-based Learning;
- Knowledge of the main professional aspects characterising an L2 teacher, also referring to organization, relationships and regulations (in particular CEFR and National Recommendations);
- Knowledge of IT instruments and technologies related to the didactics of an L2.

2. Applying knowledge and understanding
- Using L2 to create an authentic educational relationship, aiming at emotional-affective, socio-cultural and cognitive development in Infancy and Primary School;
- Planning and realizing education paths, using a variety of methodologies and organization solutions adequate both to the child’s development and the progression of his/her learning;
- Monitoring the didactic activity, also selecting and modulating assessment and evaluation instruments;
- Using L2 to create a comfortable and inclusive environment in the classroom, to foster the integration of disadvantaged learners and/or children belonging to different ethnic groups and cultures.

3. Making judgements
- Through the presentation of contents in a critical form, students will be motivated to:
- Activate their problem-solving abilities starting on the discussion of some case-studies, to interpret Infancy and Primary school children needs in a multicultural perspective;
- Use lateral and critical thinking strategies, consider alternative solutions to problems and make decisions in response to the children’s educational needs;
- Self-evaluate their professional and linguistic preparation, as well as the efficacy of their own didactic action.

4. Communication skills
- Modulating verbal and non-verbal interaction to foster the integrated learning of language and communicative skills (welcoming; explaining experiences, concepts, and theories; motivating learning and supporting children in need, stimulating peer interaction);
- Presenting efficaciously the goals and nature of the didactic intervention;
- Using IT instruments in school context to foster and keep language learning up-to-date.

5. Learning skills
- Developing a desire for professional improvement in a life-long learning perspective;
- Widening their methodologic-didactic culture in the field;
- Deepening contents and methods of L2 teaching, through continual upgrading and updating of discipline repertoires;
- Keeping both their own language mastering and professional improvement alive and up-to-date, through autonomous bibliographic research and participation to training/review courses.

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.

Texts:
- M. SLATTERY, J. WILLIS, English for Primary 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

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

The laboratory class aims at the deepening of linguistic competencies concerning classroom management during the English lesson and the use of classroom English, particularly focusing on the hypothesis of introducing specific didactic techniques (CLIL, Content-based Learning and Task-based Learning). Students will be lead to acquiring skills in:
1. Knowledge and understanding
- Knowledge of the L2 learning/teaching perspectives and theoretical methods, particularly focusing on CLIL, Content-based Learning and Task-based Learning;
- Knowledge of the main professional aspects characterising an L2 teacher, also referring to organization, relationships and regulations (in particular CEFR and National Recommendations);
- Knowledge of IT instruments and technologies related to the didactics of an L2.

2. Applying knowledge and understanding
- Using L2 to create an authentic educational relationship, aiming at emotional-affective, socio-cultural and cognitive development in Infancy and Primary School;
- Planning and realizing education paths, using a variety of methodologies and organization solutions adequate both to the child’s development and the progression of his/her learning;
- Monitoring the didactic activity, also selecting and modulating assessment and evaluation instruments;
- Using L2 to create a comfortable and inclusive environment in the classroom, to foster the integration of disadvantaged learners and/or children belonging to different ethnic groups and cultures.

3. Making judgements
- Through the presentation of contents in a critical form, students will be motivated to:
- Activate their problem-solving abilities starting on the discussion of some case-studies, to interpret Infancy and Primary school children needs in a multicultural perspective;
- Use lateral and critical thinking strategies, consider alternative solutions to problems and make decisions in response to the children’s educational needs;
- Self-evaluate their professional and linguistic preparation, as well as the efficacy of their own didactic action.

4. Communication skills
- Modulating verbal and non-verbal interaction to foster the integrated learning of language and communicative skills (welcoming; explaining experiences, concepts, and theories; motivating learning and supporting children in need, stimulating peer interaction);
- Presenting efficaciously the goals and nature of the didactic intervention;
- Using IT instruments in school context to foster and keep language learning up-to-date.

5. Learning skills
- Developing a desire for professional improvement in a life-long learning perspective;
- Widening their methodologic-didactic culture in the field;
- Deepening contents and methods of L2 teaching, through continual upgrading and updating of discipline repertoires;
- Keeping both their own language mastering and professional improvement alive and up-to-date, through autonomous bibliographic research and participation to training/review courses.

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.

Texts:
- M. SLATTERY, J. WILLIS, English for Primary 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
Further materials to be used during the Lab will be put on the teacher's web page, on the Department website.

Italian Literature and Teaching Methods of Italian Literature
The Italian literature from 800 to date in relation to European and world literature.
The course will be structured in three parts.
The first module, a historical character, will provide basic knowledge about Italian literature,
from 800 to date. Starting with a thorough analysis of the major literary currents and profiles of
the great Italian literature you will analyze the influences of European literature and, for the most
significant influences of world literature, patterns examined.In the second module, 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 form, 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.

Exam texts
1) Giulio Ferroni, First lesson of Italian literature, Laterza, Rome-Bari 2009
2) Gianna Marrone (edited), Fiction for young and old. Journey into literature, Editions
Knowledge, Rome 2017
3) Gianna Marrone, Books that talk about books. Literatures, writings, readings, books, The Pepeverde,
Rome 2015 (e-book)
4) a text chosen from the following:
Franco Fortini, Poets of the twentieth century, edited by Donatello Santarone, Donzelli, Rome 2017
Italo Calvino, Why read the classics, Palomar-Mondadori, Milan
Rosamaria Loretelli, The invention of the novel. From the orality to silent reading, Laterza,
Rome-Bari 2006
Silvio Perella, Calvino, Laterza, Rome-Bari 2006
Gino Roncaglia, The fourth revolution, Laterza, Rome-Bari 2006
Giovanni Ragone, Classics behind the scenes, Laterza, Rome-Bari 2006
5) Readings of 4 classic texts and 4 contemporary texts *
* The four classical texts and the four contemporary texts must be chosen from those indicated in
detailed schedule of the lecture calendar.
Each text chosen must be analyzed to describe its use in kindergarten and
in primary school, assuming for each of them the construction of an educational path.

Workshop Plan (structured in three classes)
Each module of 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.

Workshop Plan (structured in three classes)
Each module of 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.

Workshop Plan (structured in three classes)
Each module of 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.