GENERAL TEACHING

The course aims to provide students with fundamental knowledge and skills concerning the main theoretical foundations of didactics, educational planning models, and methods of educational research, with particular reference to the design of educational contexts, learning spaces, and activities for early childhood, as well as to the principles of ecodidactics.

In particular, upon successful completion of the course, students will be able to:

• Demonstrate knowledge and understanding of the main theoretical paradigms of didactics, their historical development, and their application in different educational and training contexts (DD1);
• Demonstrate knowledge of the foundations of educational planning, the main methodological models of didactics, and the theoretical principles of ecodidactics (DD1);
• Use the specific terminology of didactics and educational planning appropriately and accurately (DD1);
• Analyse educational needs across different stages of life and in different educational contexts, identifying teaching strategies consistent with educational objectives (DD2);
• Design, through simulations and case-study analysis, simple educational interventions and learning environments consistent with the principles of didactics and ecodidactics (DD2);
• Identify the roles, functions, and responsibilities of professionals working within educational and training services (DD2);
• Critically analyse educational situations, formulate intervention hypotheses, and justify methodological choices on the basis of the theoretical knowledge acquired (DD3);
• Communicate clearly and effectively, using appropriate disciplinary terminology, the main concepts, models, and strategies of didactics, supporting their arguments both orally and in writing (DD4);
• Reflect critically on their own learning process, identify further learning needs, and develop an autonomous approach to lifelong professional learning (DD5)

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.

The examination consists of two parts:

• a written test comprising 20 multiple-choice questions covering the topics included in the course syllabus. The written test is considered passed with at least 12 correct answers;
• an oral examination, open only to students who have successfully passed the written test, aimed at critically discussing the answers provided in the written test and assessing the level of knowledge and competences acquired in relation to the intended learning outcomes.

The oral examination will take place on the same day as the written test. The number of correct answers in the written test does not automatically determine the final grade.

The overall assessment will take into account students' knowledge and understanding of the course contents, their ability to apply the main theoretical frameworks to the analysis of educational situations, the appropriate use of disciplinary terminology, their ability to establish connections between the topics covered, and to present clear, coherent, and well-argued responses.

For students with disabilities and/or specific learning disorders (SLD), duly certified, assessment arrangements will be implemented in accordance with the University's regulations on inclusion and support services.

Should the examination be conducted online, it will be administered in accordance with the procedures established by the University.

The final grade is awarded on a 30-point scale. Assessment is based on students' knowledge and understanding of the course contents, their ability to apply the main theoretical frameworks to the analysis of educational situations, their appropriate use of disciplinary terminology, their ability to establish connections between the topics covered, and their ability to present clear and coherent arguments.

• A satisfactory performance (18–21/30) demonstrates the acquisition of the essential course contents and an adequate ability to present them, although with limited capacity for analysis and critical connection.
• A good performance (22–27/30) demonstrates a sound knowledge of the course contents, a good ability to apply the main theoretical frameworks, appropriate use of disciplinary terminology, and satisfactory argumentative skills.
• An excellent performance (28–30/30) demonstrates thorough and critically informed knowledge of the course contents, a high level of analytical ability, the capacity to establish meaningful connections between topics, full command of disciplinary terminology, and autonomy in argumentation.
• Honours (30/30 cum laude) are awarded to students who demonstrate full achievement of the intended learning outcomes, excellent critical understanding of the course contents, and outstanding effectiveness in argumentation and in the use of disciplinary terminology.

To ensure equal opportunities and in compliance with current laws, interested students may request a personal interview in order to plan any compensatory and/or dispensatory measures based on educational objectives and specific needs. Students can also contact the CInAP (Centro per l'integrazione Attiva e Partecipata - Servizi per le Disabilità e/o i DSA) referring teacher within department 

 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