Corso di laurea magistrale a ciclo unico in
Scienze della Formazione Primaria

As far as the objectives of the course, we highlight the following specific objectives:

• acquisition of scientific structural concepts the Earth Sciences, selected according to their relevance and accessibility in the context of nursery and primary schools and their regional and territorial specificities;
• acquisition of awareness of the existence of a ecosystemic and complex nature, as evidenced by the relations of interdependence between living and chemical-physical environment;
• acquisition of knowledge and teaching skills relating to various scientific disciplines interconnected (learning to identify the scientific concepts and structuring their connections, to reflect on the cognitive obstacles, to develop possible activities and educational courses and to develop a systemic vision);
• acquisition of the ability to reflect on their own behavior in terms of use of natural resources and the ethical principles of the sustainability.

Mastery of the theoretical and scientific languages ​​of Earth Sciences.

Critical understanding of the key knowledge related to the Earth sciences and sustainability.

Teaching knowledge applied disciplinary, interdisciplinary and transdisciplinary areas.

 Applying knowledge and understanding

Plan learning paths on themes of Earth Science and education sustainable.

Organize and implement educational paths consistent teaching skills to pursue.

Understanding and structuring educational research, proving to be able to evaluate and use the results of empirical studies in order to build knowledge and improve the educational activities;

It will be prepared, at the end of the course, a written test, structured specifically for students attending.

The first part of the module discusses with the structuring concepts of Earth Sciences, referring to the Earth dynamic, geomorphology, natural resources, geological risks and biogeochemical cycles, selected according to their relevance and accessibility in the context of the school and our region. Starting from the analysis of mental representations of students and teachers, we intend to consolidate some basic knowledge of the discipline, identify the structuring concepts and their connections, to reflect on the cognitive obstacles, develop possible activities and integrating educational paths and developing a systemic vision. In the second part, it provides a interdisciplinary path of knowledge of our planet: the complex and systemic nature of the relations of interdependence between living forms and the chemical-physical environment is recognized in situations and environments of everyday life. Examples of educational activities and reflections develop the possibility of becoming conscious protagonists of the use of natural services, material and energy resources, renewable and non-renewable, in a perspective of sustainable development.

 -   Ferrero Elena, Provera Angela & Tonon Marco, 2004, Le Scienze della Terra: fondamenti ed esperienze pratiche, Ed. Cortina, Torino (excluding capp. 1,2 and 7).

-   Ferrero Elena, Provera Angela & Tonon Marco, 2004, Le Scienze della Terra: la scoperta dell’ambiente fisico, Ed. Cortina, Torino (excluding part I).

-   Miller T.G. Jr., 2002, Scienze ambientali, EdiSES, Napoli. Part I (Capp. 1-2 (pp. 4-35; pp. 53-60); Part III (Capp. 9-10-11-12-13: pp. 223-274; pp. 288-301; pp. 305-354); Part IV (Cap. 15: pp. 386-412); Part V (Capp. 19-20: pp. 498-551).