|SCIENTIFIC DISCIPLINARY SECTOR||M-PED/03|
The pedagogical and educational treatment of the discipline is in line with the guidelines contained in the EU's Agenda 2030. This year's programme focuses in particular on the following theme: "educating for sustainable lifestyles through the enhancement of diversity". According to this approach, training for sustainability means acquiring skills that are indispensable for making informed decisions and acting responsibly in any life experience.
AIMS AND CONTENT
The course aims to bring students closer to the concepts of sustainability and sustainable education. Through a teaching method that refers to the constructivist paradigm, teamwork and student participation in the construction of knowledge, it will address a problem of particular interest drawn from current events in the area, which has sustainability as one of the main keys to interpretation and allows you to develop reflections on the relationship between man/environment and the sustainable use of natural resources. These reflections will allow you to expand the contents of the education process.
AIMS AND LEARNING OUTCOMES
At the end of the course students will be able to:
1. Describe the historical and legislative path that led to talk about sustainability
2. Define the salient principles of the concept of sustainability, sustainable development and education for sustainability
3. Identify teaching methodologies for sustainability education
4. Comment on the salient features of the Sustainability Agendas
5. Interpret the contents of the 2030 Agenda objectives
6. Interconnect the objectives of the 2030 Agenda in multilevel reflection processes
7. Debate on the salient issues related to sustainable development and sustainability education
8. Design educational intervention paths oriented towards sustainable development
At the end of the course students will also acquire:
1. Ability to communicate effectively in relation to the context, use sources and aids of various kinds, use critical thinking, process and evaluate information, argue
2. Ability to identify one's own abilities, ability to concentrate, critical reflection on a task, management of complexity, autonomy in making decisions and carrying out a task.
3. Ability to develop one's imagination and creativity, strategic thinking.
4. Ability to manage social interactions with a collaborative attitude and the use of constructive communication, to respect others and their needs, willingness to overcome prejudices, to express and understand different points of view
5. Awareness of one's preferred learning strategies, organization, and assessment of personal learning as understood and learned.
Dialogue lessons are foreseen (supported by slides) in which the problems connected to sustainability education. The course will also provide practical (group) exercises, case study analysis, structured "debate" activities, world cafes, simulations and video analysis.
The exercises will have the aim of helping the student to apply in practice what has been learned on a theoretical level. These activities will allow attending students to acquire an OPEN BADGE which will certify participation in a course aimed at acquiring soft skills relating to the following key competencies: functional literacy (advanced level); personal (advanced level); social (advanced level); learning to learn (basic level); project creation (basic level).
Aulaweb is the course workspace where the slides used by the teacher will be inserted (at the end of each lesson), in-depth materials, applications to encourage interaction and active participation by students. Students will also have the opportunity to upload materials they deem relevant to the topics of the course.
Experts and representatives of services for people with disabilities may be invited to the lessons
The course is divided into different modules as follows:
MODULE 1 – THEORETICAL FRAMEWORK – CONCEPTUAL EVOLUTION
The concept of sustainability
Historical-cultural and normative evolution of the concept of sustainability
Models of sustainable development. Strong and weak sustainability. Approaches to sustainable development
MODULE 2 – AGENDA ANALYSIS
Agenda 21 and Directions 2018
MODULE 3– TEACHING METHODOLOGIES AND STRATEGIES
Meaning of educating for sustainability
Methodologies and teaching strategies
Projects and tasks (examples)
MODULE 4 – THEMATIC FURTHER INFORMATION
Laboratory insights on the objectives of the 2030 Agenda
1) Santanelli Beccegato L. (2018), Educazione allo sviluppo sostenibile, Guerini Associati, Milano,
2) Bochicchio F. (2022) Turismo enogastronomico, gusto e benessere soggettivo. Tra cultura, apprendimento ed evasione, Youcanprint
3) Slides in aulawb
TEACHERS AND EXAM BOARD
Ricevimento: I receive students in attendance on Wednesdays from 10.00 to 12.00 (room 1A11) and online by appointment (to be agreed by email). Students are invited to write to the teacher at the following email address: email@example.com
VALENTINA PENNAZIO (President)
Lessons start in the second semester. Students are invited to consult the course's aulaweb page to view the calendar of meetings and their respective contents.
At the end of each module, an activity is expected to investigate the skills acquired on the topics covered, evaluated out of thirty.
During the lessons, the realization of a group project will be foreseen and aimed at investigating the ability to work in a team and to design a path for people with disabilities. The project will be evaluated out of thirty.
The exam will be aimed at evaluating the knowledge acquired. It will take place in written form (multiple choice test, 31 questions assessed, each 1 point) with the possibility of oral integration. It will focus on the contents of the program and on the material uploaded to the "aula-web".
The average of the marks achieved (in the end-of-module activities, in the project, and in the exam) determines the final grade.
Non Attending students
The exam will be aimed at assessing knowledge and will take place in written form (multiple choice test, 20 questions evaluated, every question 0.5 points + 2 open questions of a theoretical-application nature, each considered 2,5 points). Gli studenti dovranno presentare una settimana prima dell'appello in cui intendono sostenere l'esame, un progetto educativo di intervento su un obiettivo specifico dell'Agenda 2030. Is possible to integrate the written test with the oral one. The exam will focus on the 3 texts indicated in the program and on the material uploaded to the "aula-web"
The successful learning of the discipline is certified by the competence demonstrated by the student to have acquired a knowledge of the subjects consistent with the expected results and in accordance with the training objectives declined according to the Dublin descriptors.
The tests completed at the end of the module are aimed at detecting the acquisition by the students of the ability to apply in practice, on an individual level, what they learned during the lessons
The realization of the project is aimed at evaluating in the student not only the planning ability but also the ability to work in a team, discuss, debate, and compare in choosing the best intervention strategies
The final exam is aimed at evaluating the knowledge acquired during the course.
In each test, the quality of the presentation, the correct use of the specialized vocabulary, and the capacity for critical reasoning in the study carried out will be taken into account.
All students are invited to periodically consult the page for this course on the AulaWeb e-learning portal (www.aulaweb.unige.it) to find all the information and materials relating to this course, appropriately updated.
Students with DSA, disability or other special educational needs certification are invited to contact the teacher at the beginning of the course to agree on teaching and exam methods that, in compliance with the teaching objectives, take into account individuals learning methods and provide suitable compensatory instruments.