PEDAGOGY OF KNOWLEDGE
PEDAGOGIA DEI SAPERI
| A.Y. | Credits |
|---|---|
| 2018/2019 | 8 |
| Lecturer | Office hours for students | |
|---|---|---|
| Berta Martini | Tuesday from 17 to 19 |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
The course deals with the pedagogical implications of epistemological problems related to the development, transmission and representation of knowledge.
In particular, the course will focus on an in-depth examination of the following:
- acquisition of the fundamental theoretical concepts (epistemological and pedagogical) of the Pedagogy of knowledge;
- analysis of the educational and didactic problems related to the transmission of knowledge;
- knowledge transposition in extracurricular contexts (with particular reference to museums).
Program
Objects and problems of the pedagogy of knowledge:
- Knowledge as autopoietic systems
- Knowledge and technique
- Knowledge and mind
- The paradigm of the network
Public epistemologies
- Conservation and innovation
- The two cultures
Personal epistemologies
- Implicit philosophies
- the notion of 'relationship to knowledge'
The museum
The museum within the knowledge training system
The museum and the use of new technologies for user-object interaction.
Bridging Courses
None.
Learning Achievements (Dublin Descriptors)
In relation to the student discipline you will have to show:
- the mastery of basic knowledge related to the current epistemological structure of the discipline with particular reference to its constituent elements (objects, problems and methods of knowledge) and its pedagogical and didactic implications;
- an understanding of the epistemological concepts, educational and teaching provided by the course; provide examples of didactic transposition based both in the epistemological sense both in educational sense; be able to analyze a school curriculum or teaching plan, identifying any weaknesses and strengths, ideally integrated training system.
- the ability to use knowledge and concepts that allow to reason according to the specific logic of the discipline. In particular, studnets must be able to use knowledge and concepts for the curricular design, to identify design methodologies appropriate to the context, to simulate the design of curricular segments, envisage some design assumptions that include more training places.
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Supporting Activities
Textbooks supported by the material discussed in class and material uploaded in blended learning.
Teaching, Attendance, Course Books and Assessment
- Teaching
- Part of the contents will be carried out according to the methodology of the Flipped Classroom which pushes up student to think and study inside and outside the classroom.
- Frontal lessons;
- In-depth seminars.
The course consists of 24 lessons of two hours each:
- Introduction to the course (1 lesson)
- Objects and problems of the Pedagogy of knowledge. (4 lessons)
- Public epistemologies (4 lessons)
- Personal epistemologies (4 lessons)
- The museum. The knowledge training system (4 lessons)
- The museum and the use of new technologies for user-object interaction (4 lessons)
- Synthesis (2 lessons)
- Formative assessment test (1 lesson)
- Attendance
None.
- Course books
B. Martini, Pedagogia dei saperi, FrancoAngeli, Milano 2011, pp. 200.
B. Martini (a cura di), Il museo sensibile, FrancoAngeli, Milano, 2015, pp. 191.
- Assessment
Oral interview as it seeks to establish the ability to use knowledge and concepts that can help to think along the specific logic of the discipline, to know how to reason on the main epistemological concepts, pedagogical and didactic of discipline in order to create dedicated planning assumptions to different places of training and they are defined from a correct didactic transposition.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Additional Information for Non-Attending Students
- Teaching
Non-attending students are invited to consult the teaching material uploaded on Moodle (slides discussed in class, examples of didactic situations, etc.) through which it will be possible to deepen the study of the volumes indicated in the section "Study Texts".
- Attendance
None.
- Course books
B. Martini, Pedagogia dei saperi, FrancoAngeli, Milano 2011, pp. 200.
B. Martini (a cura di), Il museo sensibile, FrancoAngeli, Milano, 2015, pp. 191.
- Assessment
Oral interview as it seeks to establish the ability to use knowledge and concepts that can help to think along the specific logic of the discipline, to know how to reason on the main epistemological concepts, pedagogical and didactic of discipline in order to create dedicated planning assumptions to different places of training and they are defined from a correct didactic transposition.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
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