FUNDAMENTALS OF LIFE SCIENCES

FUNDAMENTALS OF LIFE SCIENCES

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iten
Code
67763
ACADEMIC YEAR
2019/2020
CREDITS
4 credits during the 4th year of 9322 TEACHER EDUCATION (LM-85 bis) GENOVA
SCIENTIFIC DISCIPLINARY SECTOR
BIO/06
TEACHING LOCATION
GENOVA (TEACHER EDUCATION)
semester
2° Semester
modules
This unit is a module of:
Teaching materials

OVERVIEW

The paradigm of sustainability becomes increasingly essential in defining human behavior towards nature and its resources. Through the examination of some of the key themes in the field, the course aims to introduce students to the transformations that formal education must meet when it accepts this paradigm as a reference for the training of future citizens, with particular reference to the kindergarten and primary school.

AIMS AND CONTENT

LEARNING OUTCOMES

The understanding of the concept of sustainability and of the implications it entails, both at a personal level and at community and education system levels, is a primary objective for establishing a correct relationship between man and nature and for effective planning of the education of future citizens. The definition of the contents of this concept can be more easy investigating some central issues which promote the construction or reinforcement of awareness and critical thinking even in people who do not have extensive skills in science. The students could come to the definition of ‘sustainable education’ that directly involves the education system

AIMS AND LEARNING OUTCOMES

The course aims to provide an overview of sustainability as a strategic challenge for the future of the human species on Earth.
In particular, the general training objectives are:
- to build a shared vocabulary with the students on the theme of complexity, systems and their interactions, commons.
- to provide an overview of the main environmental, economic and social challenges that humanityfaces in the globalized world.
- to stimulate the critical spirit of the students in order to define educational paths that are functional to the challenges of sustainability.
At the end of the course students will be able to:
- describe the major current problems that the human species is facing;
- to trace the interrelationships between the various dimensions of sustainability (environmental, social and economic) and between the local and global levels;
- to build educational paths linked to everyday life that allow to work on behavioural change.

 

Teaching methods

The adoption of the constructivist paradigm involves an active participation of students in the lessons, which will be as much as possible marked by discussion and teamwork.
Several exercises will be carried out so that on the one hand students can actively experience the theoretical elements discussed in the classroom and on the other hand they can practice the concrete ideas for activities to be carried out with their future pupils in kindergarten and primary school.
The teacher undertakes to load in the classroom the materials projected in the lesson at the end of the course.

 

SYLLABUS/CONTENT

The course programme will partly follow a pre-established path, starting from the construction of a shared concept of sustainability and then dealing with the most relevant issues related to it: the transformation of the territory, the consumer society, the depletion of resources and the production of waste, the weight of inequality, climate change.
In part, however, the issues addressed will arise from the dialogue with the students and especially from the cues given by the current situation, so that the classroom itself becomes a moment of experimentation in reading the context and its translation into educational paths.

 

RECOMMENDED READING/BIBLIOGRAPHY

Reading tips:

Arcà M., Il corpo umano, Carocci Faber, 2008.

Bateson G., Mente e natura, Adelphi, 1984.

Bateson G., Verso un’ecologia della mente, Adelphi, 1976.

Beccastrini S., Borgarello G., Lewanski R., Mayer M., Imparare a vedersi – Una proposta di indicatori di qualità per i sistemi regionali di educazione ambientale, Regione Toscana – ARPAT, 2005.

Bencivenga E. La filosofia in ottantadue favole, Mondadori, Milano 2017

Breiting S., Mayer M., Mogensen F., Criteri di qualità per “scuole per lo sviluppo sostenibile”, Austrian Federal Ministry of Education, Science and Culture, 2005. Disponibile on line al sito: http://seed.schule.at/uploads/QC-IT.pdf

Calvino I., Le città invisibili, Mondadori, Milano 1996.

Chiuppesi M., seminario “Paradigmi della complessità” del corso di laurea specialistica in sociologia dell’Università di Pisa.

D’Aiutolo C., Cantoni S., Beccastrini S., Educazione permanente, Cittadinanza consapevole, sviluppo sostenibile – Le idee e le proposte di ARPAT, ARPAT 2003.

Furlan D., Piccoli animali, Carocci Faber, 2014.

Furlan D., Piccoli vegetali, Carocci Faber, 2014.

Gardner H., Educare al comprendere – stereotipi infantili e apprendimento scolastico, Feltrinelli, 2001.

Ligorio B., Come si insegna, come si apprende, Carocci, 2003.

Lorenzoni F., I bambini pensano grande. Cronaca di una avventura pedagogica, Sellerio, 2019.

Lorenzoni F., I bambini ci guardano. Una esperienza educativa controvento, Sellerio, 2019.

Morin E., I sette saperi necessari all’educazione del futuro, Raffaello Cortina Editore, 2001.

Recagno S., Antonini F., Calvillo S., Cecconi R., Marcello L., Scalabrino C., Il percorso partecipato del Sistema Ligure INFEA verso la qualità, ARPAL – Regione Liguria, 2005.

Sterling S., Educazione sostenibile, Anima Mundi, 2006.

Wuppertal Institute, a cura di Wolfgang Sachs e Marco Morosini, Futuro sostenibile – Le risposte eco-sociali alle crisi in Europa, Edizioni Ambiente, 2011.

Zavalloni G. La pedagogia della lumaca. Per una scuola lenta e nonviolenta, EMI, 2012.

 

TEACHERS AND EXAM BOARD

Ricevimento: For any necessity, please contact directly the professor by e-mail: serenaclara.recagno@unige.it or s.recagno@me.com

Exam Board

SERENA CLARA RECAGNO (President)

CRISTIANO ANGELINI (President)

LESSONS

Teaching methods

The adoption of the constructivist paradigm involves an active participation of students in the lessons, which will be as much as possible marked by discussion and teamwork.
Several exercises will be carried out so that on the one hand students can actively experience the theoretical elements discussed in the classroom and on the other hand they can practice the concrete ideas for activities to be carried out with their future pupils in kindergarten and primary school.
The teacher undertakes to load in the classroom the materials projected in the lesson at the end of the course.

 

LESSONS START

Lessons will start on february 2020.

ORARI

L'orario di tutti gli insegnamenti è consultabile su EasyAcademy.

Vedi anche:

FUNDAMENTALS OF LIFE SCIENCES

EXAMS

Exam description

The exam will consist of an oral discussion on an educational project written by the student (individually or in groups) on the basis of the activities carried out in class or on one of the books proposed as a starting point for reading.

Students who do not attend should bring an educational project that presents boxes for in-depth study of the chosen topic.

 

Assessment methods

In coherence with the didactic choices made for the course, the evaluation methods will be discussed and defined with the students during the lessons.

The examination will, however, seek to ascertain:

KNOWLEDGE AND UNDERSTANDIG: given the interdisciplinary nature of sustainable education, that involves to match scientific knowledge to which the undergraduate students do not have specific training, will be evaluated the basic knowledge developed, which will support the future teaching profession in kindergaten and primary schools.

CAPACITY TO APPLY KNOWLEDGE AND UNDERSTANDING: the ability to put into play and share personal culture to address the complex and uncertain issues of everyday life will be evaluated.

JUDGMENT AUTONOMY: the skills mobilized by the course will allow participants to highlight their critical attitude to addres the understanding of what happens in reality, either personally or with their future students, and to design training programs to explore proposals for solutions to the problems.

COMMUNICATION SKILLS: a highly participatory evaluation mode (essential given the educational choices made for the course) will highlight the participants' expression and communication skills both towards future students and to a general audience.

LEARNING CAPACITIES: the development of appropriate learning capacities will allow students to deepen the main issues of sustainability independently, especially in the contexts in which they will be operating.

Exam schedule

Date Time Location Type Notes
19/06/2020 15:00 GENOVA Orale
02/07/2020 15:00 GENOVA Orale
16/07/2020 15:00 GENOVA Orale
09/09/2020 15:00 GENOVA Orale