Teaching code

4S001192

Credits

9

Coordinator

Valentina Capocefalo

Language

Italian

Scientific Disciplinary Sector (SSD)

M-GGR/01 - GEOGRAPHY

Courses Single

Not Authorized

Moodle Seminars 0

The teaching is organized as follows:

Learning objectives

The goal of the course is to teach the main aspects of the geographical theoretical framework, from a epistemological, conceptual and methodological point of view. The course concerns the key elements of geography that are necessary to create the teaching practices. The course intends to give elements useful to plan and act efficient teaching strategies for geography in the primary and pre-primary school.

Prerequisites and basic notions

Basic knowledge of the major historical events of the modern and contemporary periods, and of the main physical and human geographical characteristics of Italy and of European and non-European countries.

Program

The course aims to provide students with a solid knowledge base in the geographical sciences and, at the same time, with methodological competences for the design and implementation of geography education pathways. The course seeks to develop a reflective form of knowledge capable of reading and interpreting territorial transformations in the contemporary world, with particular attention to socio-ecological relations.
PART I – FOUNDATIONS OF THE GEOGRAPHICAL SCIENCES (30 hours)
This part of the course is devoted to an introduction to the concepts, languages, main fields of study and tools of geography. Particular attention will be given to the interdependent relationship between environment and society.
During this first module, the diversity of geography will be explored through an in-depth examination of specific branches, including:
- cartography and geography;
- physical geography and human geography: distinctions and interrelationships;
- physical geography: climate and society (climate classification systems, climate change and its territorial impacts); terrestrial and aquatic ecosystems, with particular reference to resource use, potential conflicts, and sustainable territorial management; risk factors and social vulnerability;
- political and economic geography: space, power and territory; the State and the nation; globalisation, regional economies and territorial inequalities;
- urban geography: processes of urbanisation; global cities, intermediate cities and marginal areas; urban space as a site of social practices, conflict and innovation;
- population geography: demographic dynamics (fertility, mortality, migration); demographic transitions and regional differences; human mobility and migration;
- cultural geography, with particular emphasis on the use of literary and artistic sources in geographical analysis;
- development geography: the history and evolution of the concept of “Sustainable Development”, indicators and critiques of the notion of sustainability.
Cross-cutting themes, addressed across the different thematic areas, include:
- geography as a reflexive field of knowledge concerned with the analysis of spatialised relationships;
- the examination of key concepts such as space, territory, place, landscape, scale, region, identity, heritage and sustainability;
- geographical methods (quantitative, qualitative and mixed) and tools (cartographic representations and audio-visual resources).
Throughout this part of the course, both theoretical issues and the analysis of selected case studies will be addressed.
PART II – GEOGRAPHY EDUCATION (30 hours)
This part of the course focuses on teaching methodologies, tools and instructional design. It includes laboratory-based activities and group work. Drawing on curricular guidelines for school education, educational aims, and the geographical competences to be developed during primary education, a range of teaching methodologies for the delivery of the geographical content introduced in the first part of the course will be presented and discussed.
This second part of the course involves the completion of a group project, consisting of the design of a teaching proposal for primary school related to one of the thematic areas previously addressed. Group projects will be presented and discussed in class and will form the basis for a collective reflection involving the entire class at the conclusion of the course.
The specific objectives of this second module are as follows:
- to design and implement geography teaching pathways consistent with the National Guidelines (micro- and macro-level instructional planning);
- to apply active and laboratory-based teaching methodologies through the use of both traditional and digital tools;
- to foster spatial, territorial and citizenship competences in children;
- to assess geographical learning outcomes and competences within the primary school context.

Bibliography

Didactic methods

The course will consist of lectures, case study analysis, and laboratory and group activities. The group work (maximum of three participants) involves the development of a teaching proposal consistent with the educational objectives of primary education, focusing on one of the themes addressed during the first module of the course. The group projects will be presented in class through a presentation (PowerPoint, Canva, Prezi, or other software used by students) and will be discussed collectively with the class group.

Learning assessment procedures

The acquisition of knowledge and competences will take place through different modes for attending and non-attending students.
ATTENDING STUDENTS:
Attending students will be assessed individually on the basis of the group work carried out and on the knowledge acquired through the study of the assigned teaching materials. A mark out of thirty will be awarded for each component, and the average of the two marks will constitute the final grade.
NON-ATTENDING STUDENTS:
The final grade, expressed out of thirty, will be awarded on the basis of the knowledge and competences acquired through the study of the examination materials.

Evaluation criteria

The assessment of learning aims to verify the acquisition of theoretical knowledge and methodological competences relating to the foundations of the geographical sciences and to geography education, as well as the ability to apply them in a reflective and informed manner in educational contexts.
In particular, the assessment will take into account the following criteria:
- knowledge and understanding of disciplinary content, with reference to the main concepts, themes and fields of study of geography, as well as to the key theoretical issues addressed during the course;
- clarity of presentation and ability to synthesise;
- ability to analyse and interpret territorial phenomena, with attention to socio-ecological relations, spatial dynamics and the complexity of the contemporary world;
- mastery of geographical and educational language, with appropriate use of specific terminology and coherent argumentation skills;
- methodological and didactic competences, particularly in the design of geography education pathways consistent with the educational objectives of primary education.
Particular importance will be attached to the ability to link theory and practice through examples, case studies and didactic applications. For attending students, the assessment will also take into account the quality of the group work, the coherence of the teaching proposal developed, the ability to work collaboratively, and the presentation and discussion of the project in class.
Specific programmes for students enrolled in the course as a single course and for Erasmus+ students may be agreed with the lecturer.
For students with specific learning disorders, the provisions established by the University in this regard will apply, and they are therefore kindly requested to consult the relevant institutional websites in due time.

Criteria for the composition of the final grade

With reference to the criteria previously identified, particular importance is attached to knowledge and understanding of the contents and concepts, as well as to mastery of disciplinary terminology. Such knowledge and competences are in fact fundamental for the appropriate development of methodological and didactic competences. For the purposes of a positive assessment, clarity of presentation, the ability to synthesise, and the ability to analyse and interpret are also of great importance.

Exam language

La prova si svolgerà in italiano, è possibile concordare soluzioni eccezionali per studenti e studentesse Erasmus+.

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