B9052 - TEORIE E MODELLI PER UNA DIDATTICA DELL'ECOSISTEMA FORMATIVO

Learning outcomes

At the end of the course students: understand: a) the general categories of teaching in formal, non-formal, and informal education contexts; b) transformative teaching models; c) the educational actions within the formative ecosystem and the educational and formative dimensions of ecosystem contexts; d) the main techniques for teamwork and the dynamics of working groups; e) the construction of community maps and participatory systems in the context of enabling environments. analyze: a) the theoretical constructs of educational and formative ecosystems; b) the theoretical constructs of ecomuseums and community maps; c) the constructs of the capability system and ecological talent; d) formal, non-formal, and informal networks to recognize ecosystemic dimensions. be able to: a) implement innovative teaching actions within the educational and formative ecosystem (particularly in schools); b) conduct participatory teaching actions to enhance ecomuseum spaces; c) design teaching strategies to promote intangible heritage and spaces; d) develop projects with local scientific institutions/organizations; e) choose the most suitable strategies to promote collaboration among diverse entities/institutions, identifying synergies and common ground.

Course contents

This course explores the main theories and phases of instructional design within the context of the green transition, territorial development, and sustainability. It introduces innovative processes for activating and applying natural sciences theories through a multiperspective educational lens. Ecological transition is presented as a key driver of socio-cultural transformation, with education serving as a pivotal tool. In this context, new forms of knowledge mediation become essential elements of pedagogical innovation.

The course embraces a systemic view of education by analyzing the different environments that shape educational representations, promoting the concept of a *formative ecosystem*. This perspective extends and enriches educational and scientific learning spaces, starting from the school context.

Ecomuseums are analyzed as potential settings for *ecosystemic pedagogy*, offering a novel educational scenario aligned with ecological transition and the formative ecosystem paradigm. The concept of educational context is framed through the lens of the *Capability Approach*, supporting the development of agency, ecological talent, and educational opportunities.

The course illustrates how educational ecosystems can connect experiences and socio-cultural realities, fostering ecological generativity within local territories.

By the end of the course, students will be able to:

Demonstrate knowledge of:

a) Core categories of pedagogy across formal, non-formal, and informal educational contexts;
b) Models of transformative teaching and learning;
c) Pedagogical practices within formative ecosystems and the educational dimensions of context;
d) Key techniques for group work and collaborative dynamics;
e) The creation of community maps and participatory systems from the perspective of enabling environments.

Analyze:

a) Theoretical constructs of educational and formative ecosystems;
b) Theoretical foundations of ecomuseums and community mapping;
c) Concepts related to capability development and ecological talent;
d) Networks across formal, non-formal, and informal sectors to identify ecosystemic dynamics.

Demonstrate the ability to:

a) Design innovative teaching actions within educational and formative ecosystems (especially in schools);
b) Develop participatory teaching initiatives that enhance the value of ecomuseum spaces;
c) Implement educational strategies to preserve and promote intangible heritage and learning environments;
d) Design educational projects in collaboration with local scientific institutions;
e) Identify and apply the most appropriate strategies to foster collaboration among diverse actors and institutions, identifying synergies and areas of convergence.

Readings/Bibliography

Core text:

Zuccoli, F., Teruggi, L.A., Nigris, E. (2012). Didattica generale (seconda edizione, ediz. MyLab). Person, Milano.

Students are required to choose one of the following optional readings:

Perusin, I., Stefani, A. (2023). Gli ecomusei sono paesaggio. Educazione e partecipazione per la vivibilità dei territori. ETS, Pisa.

Ellerani, P. (2025). Metodologie innovative per la didattica. Giunti, Firenze.

Scarpellato, B. (2025). Laboratori di scienze con l'approccio IBSE nella scuola seondaria. Erickson, Trento

Teaching methods

The course integrates a range of methods, aiming to reflect within the teaching space the design of contexts that are the focus of the content offered and studied. In this perspective, the teaching methods will include group work, where students will engage with a set of "didactic problems".

Assessment methods

Both attending and non-attending students may agree with the instructor on the preferred examination method, choosing from the following options:

• An oral examination covering the course topics and the texts listed in the bibliography;
• A didactic project developed according to one of the models presented during the course;
• A short essay on a topic that emerged during the course and is of personal interest to the student.

Didactic Project. The project consists of a design proposal that develops scientific themes by applying one of the educational models covered in the course. The proposal should integrate the theoretical and methodological constructs discussed and translate them into a teaching activity addressed to a specific target group, identified by the student. The project must be submitted via email at least 10 days before the exam date and will be presented and discussed during the exam, with a theoretical and methodological justification of the choices made.

Short Essay. This option involves identifying a relevant issue or theme that emerged during the course and developing it in the form of a short essay. The essay must define the chosen context, articulate the topic, and offer critical reflections. The essay must be submitted via email at least 15 days prior to the exam date.

For both the didactic project and the short essay, the oral discussion during the exam aims to assess the student’s awareness of their choices, with critical reasoning in response to any comments made by the instructor on the submitted work.

The criteria for evaluating the open-ended exam questions are based on the following indicators:

• Ability to connect and integrate different parts of the content;
• Capacity to develop individual sections in a concise yet comprehensive manner;
• Ability to argue with conceptual clarity while maintaining theoretical references;
• Critical thinking and capacity for personal reflection;
• Ability to support and enrich the discussion with insights and contributions from in-class sessions.

  For the didactic project, the assessment criteria are based on the following indicators:

• Coherence of the proposal with respect to the target group and objectives;
• Ability to connect theoretical and methodological principles with the project design;
• Consistency in applying educational methodologies to real-world contexts;
• Capacity to explain methodological choices, demonstrating critical reflection;
• Ability to identify both limitations and opportunities of the proposal (also in relation to topics discussed during the course and in-class sessions).

If the student does not pass the exam, they may retake it at the next scheduled session without having to skip a session.

To register for the exam, students must sign up via AlmaEsami: https://almaesami.unibo.it/.

Teaching tools

The following support actions are provided for students who are employed or otherwise unable to attend in-person sessions: 

• Use of the virtual learning environment;
• Evening class schedule to be agreed upon with the group that will be formed.

During the course:

• Supplementary explanatory materials will be provided;
• Selected academic articles will be shared.
• Chatbot tools will be used to facilitate critical engagement with course materials and student

Office hours

See the website of Piergiuseppe Ellerani