The main purpose of the course is to introduce students to the most important methodological perspectives adopted in the field of education, with particular reference to practices and observational research, addressed through different approaches regarding the use of the instruments and the various data collection procedures and interpretation of data. Attention will also be paid to the mode of administration of qualitative and quantitative tests and other statistical analysis tools.

D. Olmetti Peja - Il metodo osservativo nei contesti formativi, Monolite Editore, Roma, 2009;
P. Lucisano, A. Salerni, Metodologia della ricerca in educazione e formazione, Carocci, Roma, 2016.

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 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
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

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, the action of the acid on the copper coins and finally the reaction of aluminium in a soda solution
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

Nivaldo J. Tro., "Introductory Chemistry Essentials"
Asimov I., "A Short History of Chemistry"

Course content

Course title:
The pedagogical knowledge among epistemological debate and school change.

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.

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

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
Please read the file titled “Organizzazione del corso di Pedagogia generale 2015-2016/Organisation of the course of General Pedagoy 2015-2016” 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).

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 for Group 1: 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., 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 (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, Franco Angeli, Milano, 2016 (first semester)
4) On line article (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) S. Chistolini, Pedagogia generale. Insegnamento, scienza, disciplina, Franco Angeli, Milano, 2013 (second semester)
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.
2) 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.
3) Chistolini S., Pedagogia della natura. Pensiero e azione nell'educazione della scuola contemporanea: Asilo nel Bosco, Jardim-Escola Joao de Deus, Outdoor education, Franco Angeli, Milano, 2016.
4) On line article.
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.
2) A book from a given list of classics of Pedagogy. The book must be borrowed from the library to show the capability of using the service.
3) Chistolini, Pedagogia generale. Insegnamento, scienza, disciplina, Franco Angeli, Milano, 2013.

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) S. Chistolini, L’asilo infantile di Giuseppina Pizzigoni. Bambino e scuola in una pedagogia femminile del Novecento, Franco Angeli, Milano, 2009 (first semester).
2) S. Chistolini, La pedagogia di Giambattista Vico tra tradizione e modernità, Edizioni Accademiche Italiane, Saarbrücken, with B. Fuchs, 2014 or S. Chistolini (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Andrea Livi, Fermo, 2015 (first semester).
3) Article to be selected from the list of website published in the file titled “Organizzazione del corso di Pedagogia generale 2016-2017/Organisation of the course of General Pedagoy 2016-2017”. The article can be on one of the topics present in the books indicated under 1) and 2) (first semester).
4) 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).
5) A book from a given list of classics of Pedagogy. The book must be borrowed from the library to show the capability of using the service (second semester)
6) V. Burza - S. Chistolini - G. Sandrone, Pedagogia generale. Per l’insegnamento nel Corso di Laurea in Scienze della formazione primaria, La Scuola, Brescia, 2014 (second semester)
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) S. Chistolini, L’asilo infantile di Giuseppina Pizzigoni. Bambino e scuola in una pedagogia femminile del Novecento, Franco Angeli, Milano, 2009.
2) S. Chistolini, La pedagogia di Giambattista Vico tra tradizione e modernità, Edizioni Accademiche Italiane, Saarbrücken, with B. Fuchs, 2014 or S. Chistolini (a cura di), La riforma della scuola. Riflessioni in memoria di don Mario Ferracuti, Andrea Livi, Fermo, 2015.
3) Article to be selected from the list of website published in the file titled “Organizzazione del corso di Pedagogia generale 2016-2017/Organisation of the course of General Pedagoy 2016-2017”. The article can be on one of the topics present in the books indicated under 1) and 2) (first semester).
4) 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.
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) V. Burza - S. Chistolini - G. Sandrone, Pedagogia generale. Per l’insegnamento nel Corso di Laurea in Scienze della formazione primaria, La Scuola, Brescia, 2014.
2) A book from a given list of classics of Pedagogy. The book must be borrowed from the library to show the capability of using the service.
3) 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.

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

Further information

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

Contents of the Laboratory
Laboratory title: 1967-2017 Letter to the teacher by the School of Barbiana

Laboratory programme
The Laboratory of General Education aims to raise awareness, to see and compare the preventive system inspired by the pedagogy of Scuola di Barbiana, 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.

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

Assessment methods
The schedule of the laboratory concerns the visit to the school of Barbiana.

Reference books and tools
- S. Chistolini, Scienza e formazione. Manuale del laboratorio universitario di pedagogia, Franco Angeli, Milano 2006
- Scuola di Barbiana, Lettera a una professoressa, Libreria editrice fiorentina, Firenze, 1967.
- 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.

Through the reading of essays and publications we will inquire some key concepts including nomadism, relationships, the educational background, multiculturalism, exploration of identity, stereotypes and prejudices, differences, decentralization, intercultural education, intercultural communication.

Santamaita S., Storia della scuola. Dalla scuola al sistema formativo, Bruno Mondadori, Milano 2010.
Ongini V., Noi domani. Un viaggio nella scuola multiculturale, Laterza, Roma-Bari 2011
Alatri G., Le ricette di Maria Montessori 100 anni dopo, Fefè, Roma 2008

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.

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.

BRUNO CIARI, Le nuove tecniche didattiche, edizioni dell'Asino, 2012
ROBERTO MARAGLIANO, Didattica del libro (download available on Internet at the link: goo.gl/RVQxRA)
MICHEL SERRES, Non è un mondo per vecchi, Bollati Boringhieri, 2013

Mathematics for Elementary School teachers
SFP 2016/7
prof. Paola Supino



SETS and NUMBERS
0. set up for set language
1. functions between sets, graphs
2. relations between sets, order and equivalence relations, partitions.
3. very elementary elements of logics
4. numbers in Ancient Rome, the abacus and the arabic numbers
5. Counting and cardinality of sets, cartesian product, the sets of subsets, Cantor diagonal argument
6. Peano axioms
7. Ordering numbers
8. well--ordering principle
9. Building the integers, operations and properties
10. Euclidean division theorem, basis representation theorem for numbers
11. The GCD and Euclid algorithm, Bezout identity
12. Linear Diophantine equations
13. divisibility between natural numbers.
14. Prime numbers, their infinitness, Eratosthenes, unique factorization theorem, other theorems and famous conjectures
18. modular arithmetic
19. building rational numbers, operations and properties
20. Order and density of rational numbers
21. Cardinality of rational numbers
22. decimal representation of rational numbers, base 10 and base 3 numbers representation
23. Irrationality of square root of 2, and of a prime
24. Real numbers

EUCLIDEAN GEOMETRY
25. The origin: the Elements of Euclid
26. From Euclid to Hilbert
27. the first book of Elements I, some proofs
33. Pitagora theorem
35. When the V postulate fails: spherical and other geometries
36. Il book of Euclid geometric algebra
37. VI book and Thales
38. convex subsets and polygons, regular polygons
39. equivalence in geometry: Isoperimetry and equi-extension problems,
40. solid shapes in space
41. Euler formula
42. analytic geometry: points and lines in cartesian plane distance, circle.
43. Euclidean plane isometries.

the student can refer to any source she/he desire

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 music education model of R. Murray Schafer; the second part, monographic, is focused on the following subject:The performer as teacher: the case of Glenn Gould.

Examination: Students will be assessed by means of a written test.
The examination textbooks are the following: 1) O KAROLYI, Grammatica della musica, Torino, Einaudi, 1967 and reprinted versions. 2) 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; G. GOULD, L'ala del turbine intelligente. Scritti sulla musica, Milano, Adelphi, 1988.

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.

SABBATUCCI GIOVANNI, VIDOTTO VITTORIO, STORIA CONTEMPORANEA. L'OTTOCENTO, ROMA-BARI, LATERZA (ANY EDITION);
SABBATUCCI GIOVANNI, VIDOTTO VITTORIO, STORIA CONTEMPORANEA. IL NOVECENTO, ROMA-BARI, LATERZA (ANY EDITION);
GIGI DI FIORE, CONTROSTORIA DELL'UNITÀ D'ITALIA, MILANO,RIZZOLI, 2010;
EMILIO GENTILE, ITALIANI SENZA PADRI. INTERVISTA SUL RISORGIMENTO, ROMA-BARI, LATERZA, 2011.

• DESCRIBE THE MAIN FEATURES OF THE SYSTEMIC APPROACH APPLIED TO TEACHING
• IDENTIFY AND DESCRIBE REAL TEACHING SITUATIONS AT SCHOOL TO BE COMPARED WITH THE MAIN MODELS OF LESSON AND MANAGEMENT OF REAL AND VIRTUAL LEARNING ENVIRONMENTS
• ANALYZE THE IMPACT OF NEW DIGITAL MEDIA ON THE LEARNING PROCESS OF STUDENTS AND RELATED INSTRUCTIONAL STRATEGIES
• ANALYZE THE NETWORK OF ROLES IN THE SCHOOL COMMUNITY FROM THE PERSPECTIVE OF TEAM TEACHING
• IDENTIFY METHODS AND INSTRUCTIONAL STRATEGIES BY INTEGRATING MODELS OF LEARNING AND TEACHING SCHEMES
• ANALYZE THE BASIC ELEMENTS THAT CHARACTERIZE THE EDUCATIONAL PLANNING AND TEACHING

Bocci F., De Angelis B., Fregola C., Olmetti Peja D., Zona U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce, 2016.
Fregola C., Riunioni efficaci a scuola, Erickson, Trento 2013
Ruggiero M., Vince chi si alza prima. Talento, valori, successo, Aliberti, Reggio Emilia 2016
Materiale didattico elaborato a supporto disponibile sulla piattaforma Formonline

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

Benedetto Vertecchi, Manuale della Valutazione, Milano, Franco Angeli, 2003.
Antonella Poce, Tecnologia Critica, Creatività e Didattica della Scienza, Milano, Franco Angeli, 2015.
Other texts and materials will be available online during the term.

CHANNEL 1 and 2:
The forms and methods of communication, especially that of the younger generation, are affected significantly by the mediation of cognitive digital artifacts. On a strictly educational level, this implies that the processes of formation and self-formation affected the influence of a variety of informal educational agencies allocated mainly in the network size. Even the concept of creativity could not remain immune to the changes brought by the digital revolution that , in many respects, enhance the diversity of cognitive profiles and the multiplicity of forms of intelligence. The workshop aims to explore the possibilities that technology offers those who wish to practice with the creative dimension and, secondly, to experiment with new modes of cooperative work in a multitudinous perspective.

Channel 3: Identify and analyze the social phenomena that can affect the interaction according to the Cultural Parent construct (Transactional Analysis).

CHANNEL 1 and 2:
The forms and methods of communication, especially that of the younger generation, are affected significantly by the mediation of cognitive digital artifacts. On a strictly educational level, this implies that the processes of formation and self-formation affected the influence of a variety of informal educational agencies allocated mainly in the network size. Even the concept of creativity could not remain immune to the changes brought by the digital revolution that , in many respects, enhance the diversity of cognitive profiles and the multiplicity of forms of intelligence. The workshop aims to explore the possibilities that technology offers those who wish to practice with the creative dimension and, secondly, to experiment with new modes of cooperative work in a multitudinous perspective.

Channel3: Identify and analyze the social phenomena that can affect the interaction according to the Cultural Parent construct (Transactional Analysis).

CHANNEL 1 and 2:
The forms and methods of communication, especially that of the younger generation, are affected significantly by the mediation of cognitive digital artifacts. On a strictly educational level, this implies that the processes of formation and self-formation affected the influence of a variety of informal educational agencies allocated mainly in the network size. Even the concept of creativity could not remain immune to the changes brought by the digital revolution that , in many respects, enhance the diversity of cognitive profiles and the multiplicity of forms of intelligence. The workshop aims to explore the possibilities that technology offers those who wish to practice with the creative dimension and, secondly, to experiment with new modes of cooperative work in a multitudinous perspective.

Channel 3: Identify and analyze the social phenomena that can affect the interaction according to the Cultural Parent construct (Transactional Analysis).

Programma per ESSE3 a.a 2016/2017 Dott. Stefano Zucca

PEDAGOGIA E DIDATTICA SPECIALE I
1) Summary of the course program:

The course is annual and is divided into two parts, corresponding to the two semesters of conduct. In the first part they will address the issues related to special education in order to further reflections and examples of experiences in educational contexts through which to acquire knowledge and operating skills, and essential to give quality to professionle work. The course will aim to illustrate the main academic difficulties and are diagnosable developmental disorders of school age and provide the conceptual foundations students on pedagogical methods of intervention. Will be presented also the disorders with an initial theoretical framework, accompanied by operational proposals and discussion of clinical cases. It will be presenting the ability to grasp, with pedagogical competence and deepen the problems and special issues of pedagogy so that the special term becomes a qualification and a quality that allows the discipline to anticipate and deal with academic difficulties.
In the second part of the course it will be explored one aspect that, today as yesterday, is closely related to many teachers belonging to the younger generation: the problem behaviors. These behaviors, for those who come in contact with, often generate anxiety and disorientation. Therefore, next to a large theoretical framework will be presented some of school life stories of some characters that will allow the student to be able to really understand the difficulties of adaptation. Will be presented also the various ways through which a person expresses herself that often are the result of a choice, more or less conscious, inextricably linked to culture, education and the characteristics of personality. Hence the need to acquire some criteria to decode the needs of our time, such as masonry written to grasp the profound educational needs. After a historical overview of the forms and functions assumed by writing over time, the volume examines the parietal graphic production in order to make evident the structural peculiarities and cultural analyzes the aspects related to the meaning taken from the wall and the color value and the Thematic of creativity in relation to emotion, to end with an examination of the widest range of items related to the emotional and feeling with the 'be.
Books:
First part (I semestre)
Mazzoncini, B. Musatti L., I disturbi dello sviluppo. Bambini genitori insegnanti, Raffaello Cortina Editore, Milano, 2012.
Favorini A.M , Russo F., Relazioni e legami nell’esistenza umana. La lezione di Viktor E. Frankl, FrancoAngeli, Milano, 2014.
Vicari S., L' insalata sotto il cuscino. Storie di disordini e di adolescenti, Tea, Milano, 2013.


Second part (II semestre)
Favorini A.M.,(a cura di) Conoscenza Formazione e progetto di vita. Metodi e prospettive per l’inclusione universitaria, FrancoAngeli, Milano, 2016 (Parti da studiare: Seconda e terza).
Favorini A.M., I problemi di comportamento a scuola. Interventi pedagogici e inclusione, Carocci, Roma, 2014.
Zucca S., Scrivere fuori dalle righe. Riflessioni pedagogico speciali sul fenomeno delle scritte murarie, FrancoAngeli, Milano, 2011.

2) Educational Targets:
At the end of the year course, students will be able to:

• Differentiate academic difficulties by identifying the characteristics of developmental disorders;

• Identify the conceptual and operational models of effective psychoeducational intervention in response to specific educational-educational needs;

• Defining of action plans based on shared operational objectives within the group teacher;

• Identify the features and techniques of intervention by disease / disorders certified or observed by teachers but not supported by certification.

• Develop methodologies and educational techniques that can respond to the needs presented problems.

• To learn knowledge about the different learning difficulties and the implications arising therefrom within the school by adopting instructional strategies to encourage and facilitate the learning process;

• Identify educational decisions to be taken in order to achieve an inclusive education;

First part (I semestre)
Mazzoncini, B. Musatti L., I disturbi dello sviluppo. Bambini genitori insegnanti, Raffaello Cortina Editore, Milano, 2012.
Favorini A.M , Russo F., Relazioni e legami nell’esistenza umana. La lezione di Viktor E. Frankl, FrancoAngeli, Milano, 2014.
Vicari S., L' insalata sotto il cuscino. Storie di disordini e di adolescenti, Tea, Milano, 2013.


Second part (II semestre)
Favorini A.M.,(a cura di) Conoscenza Formazione e progetto di vita. Metodi e prospettive per l’inclusione universitaria, FrancoAngeli, Milano, 2016 (Parti da studiare: Seconda e terza).
Favorini A.M., I problemi di comportamento a scuola. Interventi pedagogici e inclusione, Carocci, Roma, 2014.
Zucca S., Scrivere fuori dalle righe. Riflessioni pedagogico speciali sul fenomeno delle scritte murarie, FrancoAngeli, Milano, 2011.

Short course program summary:
The clock reading acquisition is basic and very important for everyday life; the workshop aims at teaching the general capabilities and specifications used to read the clock having also reference to the passage of time understanding. Develop the ability to read the clock and make decisions with respect to the passage of time understanding is fundamental acquisition of great importance for everyday life. The operational program proposed in this work is carefully divided by objectives.

General aim of the blended workshop (face-to-face and online) is that of giving useful elements to understand how to think, project and realise a research project in education.
Face to face meetings will take place at Piazza Telematica, Via Ostiense 133. Dates will be communicated at the beginning of the term.
Online activity will be available, on the website http://www.orbisdictus.it/, after the first face-to-face meeting. The accomplishemnt of all the online activities is mandatory to obtain the credit availble, on the second mandatory face-to-face meeting.

Learning materials and references will be available online on the devoted e-learning environment.

IL CORSO COSTITUISCE UN’INTRODUZIONE AGLI APPROCCI TEORICI E AI PRINCIPALI CONCETTI DELLA PSICOLOGIA DELLO SVILUPPO E DELL’EDUCAZIONE. LA PRIMA PARTE MIRA A FORNIRE ALLO STUDENTE L’INQUADRAMENTO DELLA DISCIPLINA E I METODI DI STUDIO DELLA PSICOLOGIA DELLO SVILUPPO; INOLTRE VENGONO ANALIZZATE LA NATURA DELL’INFANZIA, LE INFLUENZE BIOLOGICHE E AMBIENTALI DELLO SVILUPPO, E I CONTESTI EDUCATIVI. NELLA SECONDA PARTE VENGONO PRESENTATI I DIVERSI ASPETTI DELLO SVILUPPO DEL BAMBINO: SOCIALE E RELAZIONALE, COGNITIVO, LINGUISTICO E COMUNICATIVO, ED EMOTIVO. NELLA TERZA PARTE VIENE AFFRONTATA LA PROBLEMATICA DELL’APPRENDIMENTO E DELL’EDUCAZIONE FACENDO RIFERIMENTO ALLE DIVERSE PROSPETTIVE TEORICHE. INFINE SONO TRATTATI ALCUNI APPRENDIMENTI DI BASE, COME RAPPRESENTARE, LEGGERE, SCRIVERE E CONCETTUALIZZARE.

• 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.

PIÙ UN TESTO A SCELTA TRA I SEGUENTI:
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 the culture of childhood understood as a permanent condition of every human community. The primary objective will be to identify in different contexts myths, values, behavior patterns that define the concept of childhood and inspiring political practices, social, educational and economic.

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

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

Un testo a scelta tra:
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

1. Language and languages in myth and reality. A survival course against linguistic prejudice and myths
2. Italian grammar

For a detailed description of the syllabus, see under http://host.uniroma3.it/docenti/svolacchia/ldi.htm

See under http://host.uniroma3.it/docenti/svolacchia/ldi.htm

The scientific method. Evolution, theories and hypotheses. The history of life on Earth; transition 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. Observations in the field. Experiments for classes.

Fondamenti di Biologia, Hillis David M.; Sadava David; Heller Craig H.; Price Mary V.. Editore Zanichelli

Participation in the conference "Libro delle mie brame. L'educazione alla lettura: problemi, esperienze prospettive" which will be held Tuesday, December 13 at the Rettorato's aula magna of Roma Tre.

Theory and practice of construction of the children's book.

Theory and practice of construction of the children's book.

Course content
Course title: Human rights, interculture and citizenship in teachers’ education

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.

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

Assessment methods
Written verification text before the oral examination

Reference books
1. Scuola di Barbiana, Lettera a una professoressa, Libreria editrice fiorentina, Firenze, 1967, o altra edizione, con visita alla scuola.
2. W. Kymlicka, La cittadinanza multiculturale, Bologna, Il mulino, 1999.
3. R. Guardini, Il diritto alla vita prima della nascita, nota al testo di Michele Nicoletti, Brescia, Morcelliana, 2005.
4. A book chosen by each student from a provided list of titles about migrant children and human rights.
5. Studio ed analisi critica di due articoli scientifici.
6. Costituzione della repubblica italiana, http://www.governo.it/Governo/Costituzione/CostituzioneRepubblicaItaliana.pdf.
7. Documenti e materiali indicati in aula e diffusi on line attraverso il sito della docente www.sandrachistolini.it.

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

The origins of mathematical concepts. Counting and the extensions of the numerical system. Elementary geometry and the intuition of the continuum. Measure. From Greek mathematics to Modern mathematics. A cultural view of mathematics. Why mathematics in compulsory education? An instructional tradition and our contemporary world. The child mathematical mind from the pedagogical and mathematical viewpoint. The mathematics class room: from preschool to the first grade of primary school. Teaching mathematics in primary school: words and symbols. Building an intimate relationship with numbers. The network of conceptual links inside mathematics. The role of mathematics in science. Computer science and mathematics. Working in the classroom: an approach based on mathematical problems. Individual vs group work; written vs oral and motion work. Math talk. Diagrams and math drawings. Didactical material. The error in the child learning mathematics. Assessment in primary mathematics education.

ANA MILLÁN GASCA, Numeri e forme. Didattica della matematica con i bambini. Zanichelli, Bologna.
GIORGIO ISRAEL e ANA MILLÁN GASCA Pensare in matematica. Zanichelli, Bologna
HANS MAGNUS ENZENSBERGER, Il mago dei numeri (The number devil. A mathematical adventure), Einaudi, Torino, several editions.
ANNA CERASOLI, Sono il numero 1/ Io conto /Tutti in cerchio, Milano, Feltrinelli, varie edizioni. (mathematical readings for children)
MARGARET DONALDSON 2010 Come ragionano i bambini (Children’s minds), Springer, Milano (English ed. 1978)
FEDERIGO ENRIQUES 1921, “Insegnamento dinamico”, Periodico di Matematiche, s. IV, 1, pp. 6-16.
http://www.mat.uniroma2.it/mep/Articoli/Enri/Enri.html
MARTIN HUGHES 1986, Children and Numbers, Difficulties in Learning Mathematics, Oxford & New York, Basil Blackwell.
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 2009 All’inizio fu lo scriba. Piccola storia della matematica come strumento di conoscenza, mimesis, Milano.
RENÉ THOM 1973, La matematica moderna, esiste?
http://www.mat.uniroma3.it/users/primaria/Thom.pdf (Talk at the Conference “Developments in mathematical education”, International Commission for Mathematical Instruction, Exeter, 1972, original English edition by A.G. Howson, Cambridge University Press, 1973).

THE LABORATORY SESSIONS OFFER A PROFESSIONAL TRAINING EXPERIENCE FOR THE PRIMARY SCHOOL TEACHER REGARDING ELEMENTARY MATHEMATICS.

ANA MILLÁN GASCA, Numeri e forme. Didattica della matematica con i bambini. Zanichelli, Bologna.
GIORGIO ISRAEL e ANA MILLÁN GASCA Pensare in matematica. Zanichelli, Bologna
HANS MAGNUS ENZENSBERGER, Il mago dei numeri (The number devil. A mathematical adventure), Einaudi, Torino, several editions.
ANNA CERASOLI, Sono il numero 1/ Io conto /Tutti in cerchio, Milano, Feltrinelli, several editions (mathematical readings for children)
MARGARET DONALDSON 2010 Come ragionano i bambini (Children’s minds), Springer, Milano (English ed. 1978)
FEDERIGO ENRIQUES 1921, “Insegnamento dinamico”, Periodico di Matematiche, s. IV, 1, pp. 6-16.
http://www.mat.uniroma2.it/mep/Articoli/Enri/Enri.html
MARTIN HUGHES 1986, Children and Numbers, Difficulties in Learning Mathematics, Oxford & New York, Basil Blackwell.
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 2009 All’inizio fu lo scriba. Piccola storia della matematica come strumento di conoscenza, mimesis, Milano.
RENÉ THOM 1973, La matematica moderna, esiste?
http://www.mat.uniroma3.it/users/primaria/Thom.pdf (Talk at the Conference “Developments in mathematical education”, International Commission for Mathematical Instruction, Exeter, 1972, original English edition by A.G. Howson, Cambridge University Press, 1973).

Exercises on the teaching and learning of mathematics

ANA MILLÁN GASCA, Numeri e forme. Didattica della matematica con i bambini. Zanichelli, Bologna.
GIORGIO ISRAEL e ANA MILLÁN GASCA Pensare in matematica. Zanichelli, Bologna
HANS MAGNUS ENZENSBERGER, Il mago dei numeri (The number devil. A mathematical adventure), Einaudi, Torino, several editions.
ANNA CERASOLI, Sono il numero 1/ Io conto /Tutti in cerchio, Milano, Feltrinelli, varie edizioni. (mathematical readings for children)
MARGARET DONALDSON 2010 Come ragionano i bambini (Children’s minds), Springer, Milano (English ed. 1978)
FEDERIGO ENRIQUES 1921, “Insegnamento dinamico”, Periodico di Matematiche, s. IV, 1, pp. 6-16.
http://www.mat.uniroma2.it/mep/Articoli/Enri/Enri.html
MARTIN HUGHES 1986, Children and Numbers, Difficulties in Learning Mathematics, Oxford & New York, Basil Blackwell.
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 2009 All’inizio fu lo scriba. Piccola storia della matematica come strumento di conoscenza, mimesis, Milano.
RENÉ THOM 1973, La matematica moderna, esiste?
http://www.mat.uniroma3.it/users/primaria/Thom.pdf (Talk at the Conference “Developments in mathematical education”, International Commission for Mathematical Instruction, Exeter, 1972, original English edition by A.G. Howson, Cambridge University Press, 1973).

THE LABORATORY SESSIONS OFFER A PROFESSIONAL TRAINING EXPERIENCE FOR THE PRIMARY SCHOOL TEACHER REGARDING ELEMENTARY MATHEMATICS.

ANA MILLÁN GASCA, Numeri e forme. Didattica della matematica con i bambini. Zanichelli, Bologna.
GIORGIO ISRAEL e ANA MILLÁN GASCA Pensare in matematica. Zanichelli, Bologna
HANS MAGNUS ENZENSBERGER, Il mago dei numeri (The number devil. A mathematical adventure), Einaudi, Torino, several editions.
ANNA CERASOLI, Sono il numero 1/ Io conto /Tutti in cerchio, Milano, Feltrinelli, several editions (mathematical readings for children)
MARGARET DONALDSON 2010 Come ragionano i bambini (Children’s minds), Springer, Milano (English ed. 1978)
FEDERIGO ENRIQUES 1921, “Insegnamento dinamico”, Periodico di Matematiche, s. IV, 1, pp. 6-16.
http://www.mat.uniroma2.it/mep/Articoli/Enri/Enri.html
MARTIN HUGHES 1986, Children and Numbers, Difficulties in Learning Mathematics, Oxford & New York, Basil Blackwell.
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 2009 All’inizio fu lo scriba. Piccola storia della matematica come strumento di conoscenza, mimesis, Milano.
RENÉ THOM 1973, La matematica moderna, esiste?
http://www.mat.uniroma3.it/users/primaria/Thom.pdf (Talk at the Conference “Developments in mathematical education”, International Commission for Mathematical Instruction, Exeter, 1972, original English edition by A.G. Howson, Cambridge University Press, 1973).

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.

• Luisa Mattia, A scuola di narrazione: perché e come scrivere con i bambini, Sonda, Casale Monferrato 2011.
• Stefano Calabrese, La letteratura per l’infanzia: fiaba, romanzo di formazione, crossover, Bruno Mondadori, Milano 2013.
• Charles Perrault, Tutte le fiabe, Donzelli, Roma 2011 (attenersi esclusivamente a questa edizione).
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri, Milano.
• Maurice Sendak, Nel paese dei mostri selvaggi, Babalibri, Milano.
• Roberto Innocenti, Rosa Bianca, La Margherita edizioni, 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.

Students that will take the exam for 8 CFU should study all the texts indicated as references.

Students that, having had a transfer credit of 4 CFU, will take the exam for the remaining 4 CFU should study the following texts:
I semester
MEDEGHINI R., D'ALESSIO S. MARRA A.D., VADALÀ G., VALETLLINA E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.
d’ALONZO L., BOCCI F., PINNELLI S., Didattica speciale per l’inclusione, La Scuola, Brescia, 2015.
WOLLSTONECRAFT SHELLEY M., Frankenstein ovvero il Prometeo moderno (una qualsiasi edizione)

II semester
GARDOU C., Nessuna vita è minuscola.Per una società inclusiva, Mondadori Education, Milano, 2016.
BOCCI F. (A CURA DI), Altri sguardi. Modi diversi di narrare le diversità, Pensa Multimedia, Lecce, 2013.
BOCCI F., L'atro nel cinema, nella letteratura e nella musica. Articoli e saggi scelti (dispensa messa a disposizione dal docente)

Students that will take the exam for 8 CFU should study all the texts indicated as references.

Students that, having had a transfer credit of 4 CFU, will take the exam for the remaining 4 CFU should study the following texts:

d’ALONZO L., BOCCI F., PINNELLI S., Didattica speciale per l’inclusione, La Scuola, Brescia, 2015.
GARDOU C., Nessuna vita è minuscola.Per una società inclusiva, Mondadori Education, Milano, 2016.
MEDEGHINI R., D'ALESSIO S. MARRA A.D., VADALÀ G., VALETLLINA E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

Students that, having had a transfer credit of 6 CFU, will take the exam for the remaining 2 CFU should study the following texts:

d’ALONZO L., BOCCI F., PINNELLI S., Didattica speciale per l’inclusione, La Scuola, Brescia, 2015.
MEDEGHINI R., D'ALESSIO S. MARRA A.D., VADALÀ G., VALETLLINA E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

The workshop Inclusive Didactics: implications and applications is finalized to develop in students competences linked to inclusive didactics. Good practice and experiences (Cooperative Learning, Prosocial Behaviour and Social Skills, StoryTelling, Open Education and life's Project) will be examined involving personally the attenders.

copies chosen by the professor

The workshop Inclusive Didactics: implications and applications is finalized to develop in students competences linked to inclusive didactics. Good practice and experiences (Cooperative Learning, Prosocial Behaviour and Social Skills, StoryTelling, Open Education and life's Project) will be examined involving personally the attenders.

Copies chosen by the Professor

The workshop Inclusive Didactics: implications and applications is finalized to develop in students competences linked to inclusive didactics. Good practice and experiences (Cooperative Learning, Prosocial Behaviour and Social Skills, StoryTelling, Open Education and life's Project) will be examined involving personally the attenders.

Copies chosen by the Professor

- Introduction to Ecology
- Teaching Ecology in primary school
- The ecosystem: abiotic and biotic components
- Population, species, community, ecosystem, landscape, biome
- Evolution of species and ecosystem
- Ecological niche and ecological interactions between and within species
- Cycle of matter and energy flow
- Goods and services of ecosystems
- Sustainability and sustainable development
- Citizens' behavior and use of natural resources
- Management and conservation of resources
- Human activities and ecosystems
- Environmental education and citizen-science

− M. Smith, R. L. Smith Elementi di Ecologia, 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.

The course is in the first semester and it consists of 60 hours, including 40 hours of lessons, and 20 hours on-line.

Schaffer, H. R. (2005). Psicologia dello sviluppo. Milano, Raffaello Cortina.
Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.
Teaching aids (Formonline).

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 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

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: exhibition space and workshop.

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

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.

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.

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.

Contents of Physics and Physics Education program

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 propagation.Wave phenomena. 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.
Physics Education: Theoretical Background Research in Physics Education. Physics teaching in primary school. Simple laboratory experiments on the fundamental themes of the course for primary school. The laboratory notebook. Evolution of research in Physics Education. 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

PROGRAM OF PHYSICS LABORATORY AND TEACHING OF PHYSICS

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.

PROGRAM OF PHYSICS LABORATORY AND TEACHING OF PHYSICS

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.

PROGRAM OF PHYSICS LABORATORY AND TEACHING OF PHYSICS

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.

First semester - The landscapes of the nature. Environmental frameworks and geo-morphological processes.
The processes generated by the sub-crustal forces and by the exogenous agents that shape the surface of the Earth.

Second semester - The human action on the territory and the processes of the regionalization.
After a presentation of the tools of the geographer 's territorial analysis (cartography and statistics), the course will proceed to an examination of the different issues of the human geography: demographic trends; the organization of the rural areas; the logic of industrial location and the geography of the movement; urban geography; the political-administrative organization of the spaces and the regionalization.

E. Lupia Palmieri, M. Parotto, "Il globo terreste e la sua evoluzione", Zanichelli, sixth ed.
P. Dagradi, C. Cencini, "Compendio di geografia umana", Bologna, Pàtron,
G. De Vecchis – R. Morri, "Disegnare il mondo", Carocci Faber, 2010
C. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014
D. Pasquinelli d’Allegra, "La geografia dell’Italia", Carocci Faber, 2009
D. Pasquinelli d’Allegra, "Una geografia… da favola". Carocci Faber, 2010
Teaching materials will be available on the ITplatform Formonline.

Teaching strategies aim at developing the orienteering, perception and representation of the geographic space.

For this purpose the student will acquire the competences necessaries to produce:
1. simple graphs (pyramid of the ages) which could be also drawn in the Primary school;
2. overlapping of the scientific maps IGM on the satellite maps and analysis;
3. brief texts to analyze the activities carried out.

Notes and teaching material available on ITplatform Formonline

It will analyze the social construction of knowledge, in particular through the most used collaboration resources.

To access the oral examination is necessary to carry out an online proof (information and instructions will be given in good time).

Training materials will be provided online.

It will analyze the social construction of knowledge, in particular through the most used collaboration resources.

To access the oral examination is necessary to carry out an online proof (information and instructions will be given in good time).

Training materials will be provided online.

It will analyze the social construction of knowledge, in particular through the most used collaboration resources.

To access the oral examination is necessary to carry out an online proof (information and instructions will be given in good time).

Training materials will be provided online.

It will analyze the social construction of knowledge, in particular through the most used collaboration resources.

To access the oral examination is necessary to carry out an online proof (information and instructions will be given in good time).

Training materials will be provided online.

Students wil learn to use instruments for assessment of:
- Social skills, emotional and cognitive;
- Adaptive and maladaptive behaviors in the classroom;
- Teacher’s competences for school inclusion.

Teaching aids and assessment tools.

Students wil learn to use instruments for assessment of:
- Social skills, emotional and cognitive;
- Adaptive and maladaptive behaviors in the classroom;
- Teacher’s competences for school inclusion.

Teaching aids and assessment tools.

Students wil learn to use instruments for assessment of:
- Social skills, emotional and cognitive;
- Adaptive and maladaptive behaviors in the classroom;
- Teacher’s competences for school inclusion.

Teaching aids and assessment tools.

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

Didattica della storia. Manuale per la formazione degli insegnanti, a cura di Walter Panciera e Andrea Zannini, Firenze, Mondadori-Le Monnier, terza edizione, novembre 2013;

Insegnare storia. Guida alla didattica del laboratorio storico, a cura di Paolo Bernardi e Francesco Monducci, Torino, UTET Università, seconda edizione, 2012

Introduction to the history of the sport
School regulations of physical education
Physical activity and overweight / obesity
Structuring body image
Basic motor schemes
Coordinating and conditional motor skills.
Motor skill ability
Introduction to anatomy and physiology of exercise.
Load capacity and performance
Recreational aspects of the physical activity
Physical activity and sport Classification
Physical activity Evaluation
Motor skill Activities and disability
Teaching Methods
Structure of a lesson.

Books
1. Cilia G, Ceciliani A, Dugnani S, Monti V. Phisical Education. The scientific basis for the control and development of the human movement. Piccin, 1996.
2. Francesco Casolo. Outlines of the theory and methodology of human movement. Vita e pensiero. Milano, 2002.

Articles
1. Blume D.D. Coordination skills: definition and ability to develop them. Traduzione in italiano. 1981.
2. Pesce C. Prescriptive teaching or learning heuristic? cognitive approach and ecological approach compared: educational implications and prospects of integration. Rivista di cultura sportiva XXI N.55.
3. Lodewick kR. Fostering Critical Thinking in physical education students. Journal of Physical Education, Recreation & Dance 2009.

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)
2) Gianna Marrone (a cura), Narrativa per grandi e piccini, 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 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.

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

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 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

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 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

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