OVERVIEW

Geography educated to place itself in a relational space where each route is part of interactions between natural , socio-cultural, economic and political systems. The spatial dimension should be interpreted as a cultural mediator capable of directing the development of relationships with the environment, the territory and the society. In fact, between the educational values of geography there is confer the sense of space, based on the need to structure and extend their mental maps.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims at fostering knowledge of the founding cores of Geography Teaching Methodology, with a view to the introduction of this discipline in primary and nursery school, along with the acquisition of general abilities, such as reading and interpreting both thematic maps and territorial ‘signs’.

AIMS AND LEARNING OUTCOMES

The module has as main objectives: to bring out the understanding  that geography is the discipline that studies the relationship between mankind and environment and their evolution over time, it is a discipline not merely descriptive but explanatory and interpretative, it is critical knowledge of reality and study of regional problems and their possible solutions. 

Students will acquire the typical technical language of the discipline and will be able to apply the knowledge acquired and the main teaching methods and tools of the geography in the design and conduct of educational activities.

Specific objectives for the nursery school: to provide the fundamentals of modern teaching of geography, also examining the "Fields of experience" (provided by the National Guidelines of 2013) which are inherent with skills and abilities related to knowledge of the world; to examine possible learning activities and vertical continuity projects.

Specific objectives for primary school: to provide the fundamentals of modern teaching of geography and facilitate a first approach to the methods and tools, also examining the "Targets for the skills" and "learning objectives" foreseen by the Guidelines for the curriculum of 2013.

TEACHING METHODS

Lectures with slide and video projection and analysis of didactic examples, charts, maps, data sources and teaching materials.

Collective reflection on short specialized items will be offered.

During the lessons, the intervention is expected of both teachers of nursery or primary school which will present specific educational projects and experts on specific issues.

SYLLABUS/CONTENT

The module examines the main issues and aspects related to the development of geographical knowledge (in childhood spatial dimension, orientation and spatial intelligence) and to the teaching of geography (geographical competences), even through the Italian Ministerial Programs of the late twentieth century and the most recent National Guidelines for the curriculum.

The main approaches and methods of teaching (teaching by competences, direct observation and indirect observation), and the peculiar teaching tools (cartographic, iconographic, linguistic, literary, statistical, digital tools) for geographical teaching and learning will be analyzed. 

Educational examples and activities for geographical teaching and the main sources (print and online) where to find data and educational materials will be presented.

RECOMMENDED READING/BIBLIOGRAPHY

For attending students:

• Giorda C., Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Roma, Carocci editore, 2014 (Introduzione, Cap. 1, Cap. 4, Cap. 5).
• Slides and supplementary materials Aulaweb uploaded to the portal.
• Notes of meetings held with primary school teachers on educational projects.

For non-attending students:

• Giorda C., Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Roma, Carocci editore, 2014.

Or:

• G. De Vecchis, Insegnare geografia. Teoria, metodi e pratiche​, Torino, Utet Università, 2016 (Cap. 1, Cap. 3, Cap. 4, Cap. 6).

Study, critical reading and elaboration of a written deepening of one of the following texts assigned by the professor:

• G. De Vecchis, R. Morri, Disegnare il mondo. Il linguaggio cartografico nella scuola primaria, Carocci, Roma, 2010.
• G. De Vecchis, C. Pesaresi, Dal banco al satellite. Fare geografia con le nuove tecnologie, Carocci, Roma, 2011.
• D. Pasquinelli D’Allegra, Una geografia da favola. Miti e fiabe per l’apprendimento, Carocci, Roma, 2010.

Non-attending students will proceed to the critical reading of one of the texts indicated above and to carry out a written deepening as indicated by the professor during a specific interview. This conversation (including by telephone, 010-20953603, during office hours for students) must be within the start of classes, as from the document "Provisions for non-attending students" (on the bulletin board of the degree course: http: // www. sdf.unige.it/cdl/sdfp_270/bacheca).

In the examination will proceed to the discussion of the text is assigned and the deepening .

You can take the exam only after acquiring the laboratory credit.

TEACHERS AND EXAM BOARD

Exam Board

FEDERICO DE BONI (President)

ANTONELLA PRIMI (President)

NICOLETTA VARANI (President)

CRISTINA MARCHIORO

LESSONS

LESSONS START

March 6, 2018.

Class schedule

DIDACTICS OF GEOGRAPHY

EXAMS

EXAM DESCRIPTION

Oral, through an interview conducted through the commentary of images, charts, tables, geographic maps, videos and educational papers.

ASSESSMENT METHODS

The interview will be organized around theoretical parts and teaching parts shown, will take place on the basis also of images, graphics, tables, educational examples, thematic maps, moovies and charts deepened during the lessons or available on the provided materials and texts.

Exam schedule

FURTHER INFORMATION

All students are encouraged to periodically visit the page of this course on the portal of e-learning AulaWeb (reachable from the University website or at the following url: https://www.aulaweb.unige.it). All information and materials related to this course are exclusively published in this site.