95733 - DIDATTICA E COMUNICAZIONE DELLE SCIENZE

Learning outcomes

At the end of the course, the student will be able to plan educational interventions in the school and extracurricular areas, for formal and non-formal education, with a vision of lifelong learning. Going through the recent developments in scientific dissemination, he will come to deepen the concepts of public engagement and open education. Starting from the reference literature and from the observation of didactic activities (through the use of videos), he will be asked to reflect on the factors that favor learning and on some of the main strategies designed to develop soft skills and encourage learning at the highest levels of the knowledge process (Bloom's pyramid). Through cooperative learning and dialogued lessons, he will come to design a training intervention, having as reference the "Quality education" objective included in the UN 2030 Agenda.

Course contents

• Scientific dissemination: TV programs, podcasts, digital videos on the net
• From scientific dissemination to public engagement
• Formal and non-formal education: how to design a training intervention
• Strategies for learning: from teacher-centered teaching to the active and collaborative construction of knowledge
• Knowledge and skills for quality education

Readings/Bibliography

In the Virtual space you will find, freely available, all the materials necessary for passing the exam.

For non-attending students, the reading of chapter 5 of the following text is required: Elementi di didattica post-digitale. Edited by Chiara Panciroli. Open access: <https://buponline.com/prodotto/elementi-di-didattica-al-tempo-del-post-digitale/ [http:] >

Teaching methods

The teaching participates in the University's educational innovation project

Thanks to the blended teaching project (with 12 hours in e-learning), the activities are structured according to the logic of the flipped classroom. During the lessons it is therefore required to carry out short tasks, even using simple computer applications, and to participate in some activities: autonomous use of multimedia contents, brainstorming, construction of concept maps, discussions, group work. The logic of the flipped classroom requires to reverse the perspective and therefore the willingness to work independently to create and share content.

Assessment methods

Verification of learning consists of an oral exam, during which the student will present the training project designed individually or in a small group during the course of the lessons, with the help of a presentation according to the PITCH model.

Teaching tools

Digital texts, audiovisual materials, digital platforms, online repositories.

Office hours

See the website of Laura Corazza