17809 - Special Didactics and Pedagogy

Learning outcomes

At the end of the course, the student:
– possesses an in-depth knowledge of the key aspects of general didactics, pedagogy, specifically and directly related to the teaching profession in lower and upper secondary schools;

– is able to apply the acquired knowledge to the specific field of mathematics teaching and learning.

Course contents

The course is in Italian and itwill be in the first semester.

The course aims to provide a comprehensive overview of the fields of study and research within General Didactics, with a particular focus on models and operational tools for didactic mediation, also in a blended learning perspective, in view of teaching in lower and upper secondary schools. Starting from an analysis of contemporary debates on the epistemological foundations of didactics and its placement within the pedagogical disciplines, the course addresses key themes related to competence-based instructional design, as well as a variety of didactic methodologies—some of which will be explored and tested firsthand by the students.

Attention will also be devoted to physical and digital learning environments, along with educational technologies related to the new tools of information and communication in the knowledge society, and to instruments supporting didactic innovation. The course will also examine the main frameworks for digital competence (DigComp 2.2 and DigCompEdu), aimed at fostering the development of active and responsible citizenship, with a particular focus on so-called ‘digital natives’, i.e., students in lower and upper secondary schools.

Within the area of Special Pedagogy, the course will address the specific terminology and the historical evolution of the concept of inclusion, examining relevant legislation and didactic-organizational tools for students with Special Educational Needs, and specifically for those with Specific Learning Disorders.

The course includes a study visit to a lower secondary school in Bologna to observe how technologies can be integrated into didactic planning. A seminar will also be held with a Mathematics and Science teacher, who also serves as the school's digital facilitator.

Classes will be held in person, supported by both institutional digital environments and custom-designed online platforms to promote student collaboration. Teaching will be interactive and workshop-based, including group work for the production and analysis of didactic materials. Some of the group projects will be presented in class and peer-assessed using evaluation criteria proposed by the instructor in agreement with the students.

Fammi sapere se ti serve anche un riassunto breve da pubblicare nella scheda sintetica del corso.

 

Readings/Bibliography

Students whose first language is not Italian may agree on an alternative exam programme with the instructor.

The exam programme for all students includes the following texts:

1. Castoldi, M. (2015). Didattica generale (new revised and expanded edition). Milan: Mondadori Università (pp. 5–218).

2. Ellerani, P. (2017). Costruire l’ambiente di apprendimento. Prospettive di cooperative learning, service learning e problem-based learning. Teramo: Lisciani (Chapters IV, V, VI, and VII only).

3. Bonaiuti, G. (2014). Le strategie didattiche. Rome: Carocci.

4. Fabbri, M. (2025). Dall'empowerment all'agency pedagogico-trasformativa. Prospettive di ricerca e linee per l’azione didattica. Milan: FrancoAngeli (Open Access – available at: https://series.francoangeli.it/index.php/oa/catalog/book/1374 ). The specific chapters to be studied will be indicated during the course.

5. Dainese, R. (2016). Le sfide della Pedagogia Speciale e la Didattica per l’inclusione. Milan: FrancoAngeli.

Additional requirement for non-attending students:
6) Ranieri, M., Cuomo, S., Biagini, G. (2023). Scuola e intelligenza artificiale. Percorsi di alfabetizzazione critica. Rome: Carocci, Tascabili Faber.

Teaching methods

The course combines lectures with hands-on sessions conducted in classroom and lab settings, supported by a dedicated space on the University's digital platform. Activities include group work using laboratory-based methods, as well as individual and pair/group study and exercises based on the materials provided through the Virtual Learning Environment.

Assessment methods

Attending students:
The final assessment consists of an oral exam in which students are required to demonstrate their knowledge of the assigned texts as well as the topics covered during the course. The final grade will also take into account the evaluation of individual, pair, and small group activities carried out during class sessions.
Assessment criteria include: adherence to the assignment, accuracy, relevance and completeness of content; argumentative and reflective skills; command of subject-specific vocabulary; clarity and coherence of exposition; critical reflection on cooperative work experience; ability to collaborate and work effectively in a group.

Non-attending students:
The final assessment consists of an oral exam in which students are required to demonstrate their knowledge of the assigned texts.
Assessment criteria include: adherence to the assignment, accuracy, relevance and completeness of content; argumentative and reflective skills; command of subject-specific vocabulary; clarity and coherence of exposition.

Teaching tools

http://virtuale.unibo.it

Scuola di Scienze, Anno Accademico 2025/2026, Didattica e Pedagogia Speciale.

Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, considering the teaching objectives.

 

Office hours

See the website of Manuela Fabbri