TEACHING AND EDUCATION FOR BODY AND MOVEMENTModule TEACHING
Academic Year 2024/2025 - Teacher: RAFFAELLA CARMEN STRONGOLIExpected Learning Outcomes
The course aims to provide students with basic knowledge and skills regarding the main theoretical assumptions of implementation devices and research methods used in education with particular reference to the design of contexts, spaces and activities for children, including with reference to play aspects.
Specifically, the expected learning objectives are as follows:
- To know, distinguish and identify peculiarities of different educational theories (DD1);
- To know the theoretical perspectives of didactics and different contexts of action (DD1);
- Know and appropriately use the basic vocabulary of the discipline (DD1);
- Know the training needs peculiar to different ages of life, distinguish them according to educational contexts, and be able to apply such knowledge in simulated form through hypotheses and examples (DD2);
- Perform operations to synthesize and link theoretical content, methods and strategies to configure hypotheses for solving educational problems (DD3);
- Identify tasks and roles within an organizational structure of educational and training services (DD2);
- Conduct forms of self-assessment of one's own learning oriented to the development of professional action (DD5);
- Argue, justifying their reasons, around choices of objectives, procedures and methodologies (DD4).
Course Structure
Required Prerequisites
Attendance of Lessons
Detailed Course Content
Textbook Information
Bonaiuti G., Calvani A., Ranieri M., Fondamenti di didattica. Teoria e prassi dei dispositivi formativi. Roma: Carocci, 11a ristampa 2023, pp. 232.
Strongoli R.C., Verso un'ecodidattica. Tempi, spazi, ambienti. Lecce: Pensa Multimedia, 2021, pp.186.
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | Origin and development of the idea of didactics | Fondamenti di didattica |
| 2 | The methodological-decisional dimension | Fondamenti di didattica |
| 3 | The implementation and negotiation dimension | Fondamenti di didattica |
| 4 | The areas of teaching | Fondamenti di didattica |
| 5 | The methodological-cognitive dimension | Fondamenti di didattica |
| 6 | The epistemological framework of ecodidactics | Verso un'ecodidattica |
| 7 | Origins and nexus of ecodidactics | Verso un'ecodidattica |
| 8 | Traits and elements of an ecodidactics | Verso un'ecodidattica |
| 9 | Environments: plural ecodidactic pathways and practices | Verso un'ecodidattica |
Learning Assessment
Learning Assessment Procedures
The exam consists of two parts:
- a written test consisting of 20 multiple-choice questions on the topics covered in the course, which is considered passed with at least 12 correct answers
- an oral test aimed at critically examining in depth the answers given in the written test
Passing the written test gives access to the oral test, which will take place on the same day. The number of correct answers given in the written test does not mechanically predetermine the final grade.
Examples of frequently asked questions and / or exercises
- Origin and development of the idea of didactics
- Educational research in Europe and Italy
- The methodological-decisional dimension: educational design
- Didactic interaction in its symbolic, cognitive and epistemological components
- The domains of didactics
- The methodological-cognitive dimension
- The action-reflection circuit (and good practices)
- Peculiarities of ecodidactics
- Design of relational learning environments