Ateneo - UPO

RESEARCH AND TEACHING OF GEOGRAPHY.

ATTENDING STUDENTS:
- E-learning lessons and documents uploaded on "DIR" digital teaching platform;
- articles available in the following volume: Giovanna Filosa, Emanuela Gamberoni (edited by), Una scuola inclusiva. Azioni per contrastare i rischi di dispersione di alunne e alunni di origine straniera, Milano, Franco Angeli, 2023: First Part ‒ Ricognizioni sul fenomeno: Studenti Nai: emergenza, risorsa, opportunità. L’azione della scuola come comunità educante inclusiva e il ruolo chiave del dirigente scolastico di Anna Sturino; La didattica della geografia come antidoto alla dispersione formativa di Claudio Gambino; Finalità e obiettivi geografici per l’accoglienza, l’integrazione e la cittadinanza: ruolo e significato della formazione geografica di Maria Fiori; L’inclusione 4.0: come abbattere le distanze di Sabrina Malizia; I confini del dialogo interculturale e i ponti dell’apprendimento/formativi di Felice Arona, Vincenzo Di Natale, Sabrina Malizia, Daniela Turrisi; Le aree interne italiane e le sfide dell’accoglienza e della formazione della popolazione migrante: alcune note preliminari di Gianni Petino. Articles available in OpenAccess: https://series.francoangeli.it/index.php/oa/catalog/book/952

NON ATTENDING STUDENTS
- Gino De Vecchis, Daniela Pasquinelli d'Allegra, Cristiano Pesaresi, Didattica della geografia, Novara, UTET - De Agostini scuola, 2020
One of the following volumes:
1) Giovanna Filosa, Emanuela Gamberoni (edited by), Una scuola inclusiva. Azioni per contrastare i rischi di dispersione di alunne e alunni di origine straniera, Milano, Franco Angeli, 2023. Available in OpenAccess: https://series.francoangeli.it/index.php/oa/catalog/book/952
2) Cristiano Giorda, Giacomo Zanolin (edited by), Idee geografiche per educare al mondo, Milano, Franco Angeli, 2020. Available in OpenAccess: https://series.francoangeli.it/index.php/oa/catalog/book/470
3) Isabelle Dumont, TATUARE LA CITTÀ. Per un’analisi geografica dell’arte urbana nello spazio pubblico, Roma, Società Geografica Italiana, 2024. Available in OpenAccess after free registration: https://societageografica.net/wp/2024/07/26/vol-8-tatuare-la-citta-per-unanalisi-geografica-dellarte-urbana-nello-spazio-pubblico/

At a basic level, the student will be able to identify, learn and evaluate the main problems of contemporary world; to know the main methodologies of application of knowledge to disciplinary teaching; to understand different geographical scales (global, supranational, national, regional and local). He/she will be able to understand the role of humanity in shaping the organization of the territory and to analyse the relations between the different global and local territorial systems.
Critical understanding of the texts studied, the basic skills of bibliographical research and the main topics related to disciplinary teaching methodologies (the main conceptual nodes, the use of technologies and the specific role of the teacher).
At a more advanced level, the aim of the course is to acquire: - an in-depth and full knowledge of the most relevant topics of Geography. The course aims to enable the student to analyze the geographical phenomena, to use the theoretical knowledge acquired appropriately and to apply to disciplinary teaching methodologies. The aim of the course is also to acquire the ability to express critical judgements on the topics discussed, also as the result of a personal re-elaboration of students. The measurement of the mentioned objectives will be possible during the examination.

Basic knowledge of human and economic geography

Lectures (in class lessons and itinerant in Vercelli region), slides, powerpoint presentations, materials and link on case studies and discussions in class and in the DIR platform.

This course gives 6 credits in the M - GGR / 01 sector. These credits are essential for access to teaching in secondary school. The objectives and contents of the course take into account the provisions of laws about educational methodologies and technologies.
Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti, consulting the University webpage: https://www.uniupo.it/en/services/servicesstudents- physical-or-learning-disabilities Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

The exam is written and will last one hour.
For those attending the test will cover the topics proposed during the course to be developed in the form of a Learning Unit.
For non-attending students, the test consists of six questions and the requirement to answer five of them on the following points:
1) checking the acquired knowledge on topics treated in bibliography proposed on the teaching methodologies (example of question: “How the textbook is a teaching resource for geography?”);
2) check of the ability to apply knowledge and its understanding, by contextualizing the main examined phenomena in an appropriate geographical framework (example of question: “Illustrate how story maps and digital storytelling are useful resources for geography teaching”)
3) check of the ability in expressing critical opinions on tools and teaching methodologies, also through an analysis of the bibliography proposed (example of question: What are the main features of CLIL?”);
4) check of the ability in communicating acquired knowledge and in organizing a synthetic presentation of the main problems (example of question: “What are the main characteristics of geographical competence development through the flipped classroom?”).
The grade is expressed in thirtieths and the evaluation is carried out according to the following parameters:
1) knowledge and understanding of the basic notions and contexts treated in the course and their clear exposition: 18 points out of 30 (sufficiency);
2) ability to frame the geographical literature and tools for teaching the discipline with particular reference to the main conceptual nodes, the use of technology and the specific role of the teacher: 6 points out of 30;
3) adequate skill in connecting subjects and methodological approaches as well as in using scientific terminology associated to the discipline: 6 points out of 30.

Current issues in geographical research and teaching. Themes, methods and tools. Reflections on the history of geographic education. Main teaching methodologies and the use of photography. GIS for a modern Geography. A Geography of emotions.
In particular, the analysis of the teaching methodologies will focus on the condition of women.

This course aims to provide advanced tools to understand the contemporary world geography and the main differences in the contemporary development. KNOWLEDGE AND UNDERSTANDING  Knowledge of current issues in geographical research and teaching ;  Knowledge of the history of geographic education;  Knowledge of the main teaching methodologies and the use of photography and GIS ;  Knowledge of geography of emotions;  Critical understanding of the topics studied;  Critical understanding of specific teaching activities about geographical topics. APPLYING KNOWLEDGE AND UNDERSTANDING  Ability to understand the connections between texts and geographical contexts, using the critical and methodological tools appropriate to the analysis;  Ability to propose specific teaching activities about geographical topics;  Ability to use the appropriate lexicon to communicate - clearly and effectively - knowledge, information and opinions related to the topics dealt with.