94199 - Theories and Models of Educational Mediation

Learning outcomes

The course aims to identify the main theories and phases of development of educational through the analysis of the most current methodological and didactic models for teaching. At the end of the course the student: (a) knows the general categories of didactics in formal education contests; (b) knows the main techniques related to working groups; (c) is able to carry out group discussions and build tools for study case analysis; (d) is able to projects in collaboration with local bodies/scientific institutions; (e) is able to identify the most appropriate strategies to promote collaboration between different subjects/entities; (f) is able to use different languages to communicate his or her teaching strategies.

Course contents

Course Objective:
Based on evidence related to outcomes in the learning of scientific disciplines, the course will analyze the main factors involved and their relationship with learning theories. From this perspective, general didactics will be analyzed as a construct of different mediations and teaching methodologies with more excellent evidence support in science education. Recent STEM guidelines will provide an interpretative framework for laboratory-based teaching, identifying making, tinkering, and coding as the actualization of research-based learning. Attention will be given to designing environments for human development and learning, amplifying the constructs of context and territory as extended classrooms activated by Service Learning projects.

Foundational Themes Addressed:

- Essential lines of scientific learning;
- Elements of general didactics and the main theories: activism, cognitivism, socio-constructivism;
- Teaching methodologies, innovation, and the idea of the laboratory as a learning scenario;
- Making, tinkering, coding; forms of cooperative learning; problem posing and based learning; design thinking;
- Service Learning and the development of scientific thinking;
- Models of instructional design;
- National curriculum guidelines and the development of scientific thinking;
- European competency frameworks (Green-Life-Digi-Key Competencies).

Teaching Approach:
The course aims to introduce students to educational and didactic planning capable of enhancing knowledge and using traditional-transmissive, active, and cooperative teaching methodologies in secondary school contexts, also from a perspective of educational continuity with local agencies.

Additional Features:
- "Open lessons" with experts presenting methodological and didactic experiments.

Course Delivery:
The course is conducted in person.

Readings/Bibliography

FOR ALL STUDENTS:

Castoldi M. (2015) Didattica Generale. Nuova edizione riveduta e ampliata. Mondadori:Milano. (NB. attenzione non utilizzare l'edizione del 2010). 

a text of your choice from the list:

Teaching methodologies:

Buonaiuti G. (2014) Le strategie didattiche, Carocci: Roma.

Falasca M. (2022) L'educazione scientifica con lo sguardo al futuro: connessioni di contenuti e metodi in tutti gli ordini di scuola seguendo le Indicazioni Nazionali per il Curricolo, Armando editore: Roma.

Ellerani P. (2017) Costruire ambienti per l'apprendimento, Lisciani, Teramo.

FTC (2022) ACS - Associazione Cooperativa Scolastica. Costruire comunità solidali, sostenibili e felici con le generazioni future. Erickson: Trento

Maglioni M., Biscaro F. (2014) La classe capovolta: innovare la didattica con la flipped classroom. Erickson: Trento

- Classical texts:

Scuola di Barbiana (2016) Lettera a una professoressa. Firenze: Libreria Editrice Fiorentina

Bernardino A. (2004) Un anno a Pietralata; La scuola nemica. Ilisso: Nuoro

Lodi M. (1995) Il paese sbagliato: diario di un'esperienza didattica. Einaudi: Torino

De Bartolomeis F. (2018) Fare la Scuola fuori della scuola, Aracne: Roma

Meirieu P. (2017) Pedagogia. Dai luoghi comuni ai concetti chiave, Aracne, Roma

Those interested in extra-scholastic contexts can delve deeper with the following texts:

FTC (2022) ACS - Associazione Cooperativa Scolastica. Costruire comunità solidali, sostenibili e felici con le generazioni future. Erickson: Trento

Maccario D. (a cura di) (2009), L’educazione difficile. La didattica nei contesti socioculturali e assistenziali, Carocci Faber: Roma.

Martini E.R., Torti A. (2003), Fare lavoro di comunità: riferimenti teorici e strumenti operativi, Carocci Faber: Roma

Teaching methods

Lessons (inductive, deductive and dialogued); power point presentation, video analysis, papers provided by the teacher during the course.

Assessment methods

Students, whether attending or non-attending, can agree with the instructor on the exam format from the following options:

An oral interview on the course topics and the bibliography texts;
A didactic project following models presented during the course;
A short essay on a theme emerged during the course and interested the student.
Project Assignment:
The project proposal, a crucial part of this course, involves implementing the course content based on a draft provided during the course. The project must consider the theoretical-methodological constructs addressed and transform them into didactic action for specific recipients. The project proposal must be sent via email at least 15 days before the exam date and will be presented and discussed during the exam.

Short Essay:
This involves proposing a problem-related theme that emerged during the course and developing it as a short essay. The essay should define the problem clearly and its consequent development.

Exam Questions:
The questions will assess specific knowledge and skills in analysis and application, requiring (especially in the short essay format) critical argumentation. The criteria used for evaluating open questions are based on the following indicators:

Ability to connect parts and link contents;
Ability to elaborate on individual parts concisely and exhaustively;
Ability to argue with conceptual clarity, maintaining theoretical references;
Ability to critically rework and reflect personally;
Ability to support and enrich the discussion with proposals and insights emerged during classroom meetings.
Project Evaluation Criteria:
The criteria used for project evaluation are based on the following indicators:

Coherence of the proposal with recipients and purposes;
Ability to connect theoretical and methodological principles with the project proposal;
Consistency in translating methodologies into real contexts;
Ability to argue methodological choices made, reworking a critical thought;
Ability to identify the limits and opportunities of the proposal (also about what emerged during the course and classroom meetings).
In case of failure to pass the exam, skipping the next session is not allowed.
To take the exam, students must register on AlmaEsami [https://almaesami.unibo.it/].

Teaching tools

To facilitate students who are working or unable to attend in person, a TEAMS environment for the course will be used. It will be divided into lesson folders where the following will be made available:

- Presentations
- Videos
- Materials provided to encourage discussion

Office hours

See the website of Piergiuseppe Ellerani