Ateneo - UPO

The course (6 ECTS; 48 contact hours) addresses contents and methods for designing biology learning pathways for lower and upper secondary school. Activities combine lectures, exercises, laboratory work, group work, online databases, field activities and the design of learning units. Course contents consist of taxonomy and classification of animals and evolution. Use of microscope for systematic classification of major invertebrate groups; systematic evaluation of animal preparations. Biodiversity measurement, use of online and exercises on online naturalistic databases, bioacoustics laboratory. DNA structure and nucleic acid extraction lab practice. Experimental teaching paths on specific topics to be addressed to junior/high schools. The experimental method for understanding natural phenomena: observe and experiment. Fundamentals of ecology, ecosystems, ecosystem services, trophic webs. Students will also work on developing didactic pathways and lectures on topics of their choice. If possible, short field trips and an educational visit to a natural history museum will be organized.

Lecture materials provided on DIR site and online resources. Suggested books: E. Padoa-Schioppa, Metodi e strumenti per l’insegnamento e l’apprendimento della biologia (Edises). Rachel Carson Brevi lezioni di meraviglia Aboca edizioni.

The course aims to provide students with knowledge, tools and methods for designing, implementing and evaluating biology teaching activities for lower and upper secondary school. By the end of the course, students should be able to: 1) select core biological contents and translate them into learning objectives suitable for learners aged 11-18; 2) integrate lectures, exercises and simple laboratory activities that can be reproduced in school contexts; 3) design a learning unit with consistent objectives, contents, methods, activities and assessment criteria; 4) critically use digital resources, naturalistic databases and citizen science activities; 5) consider gender and accessibility issues in teaching design. The course is worth 6 ECTS and includes 48 contact hours. The actual breakdown of hours/ECTS by teaching type should be specified here: lectures/teacher-led teaching (DE): 24 hours; interactive/laboratory teaching (DI): 24 hours.

Basic knowledge of zoology, cell and molecular biology, botany and ecology is required in order to understand the main disciplinary contents of the course and transform them into teaching activities.

The course uses interactive lectures, small-group brainstorming, cooperative learning, flipped classroom, practical laboratory and field exercises, teaching-design activities and discussion of learning units. Practical activities include microscope observations, dichotomous keys, nucleic acid extraction, bioacoustic analysis, naturalistic databases and citizen science activities. The DIR platform will be used to share materials, resources, assignments and operational instructions. The methods are designed to help students apply biological knowledge to teaching design and develop communication skills, judgement autonomy and collaborative competences.

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/services-
students-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.

Assessment consists of an educational project, possibly accompanied by a short presentation and discussion, concerning a learning unit on a topic consistent with the course syllabus and agreed with the lecturer. The project must specify: school target, prerequisites, learning objectives, disciplinary contents, theoretical and practical activities, materials and tools, accessibility adaptations, assessment methods and grading criteria. Assessment is graded out of 30 and is passed with a mark of 18/30 or higher. To reach the pass threshold, the project must show essential scientific accuracy, consistency between objectives, contents, methods and assessment, appropriateness for the school target and correct use of disciplinary language. Higher marks are awarded for greater completeness, methodological rigour, effective integration of practical or laboratory activities, critical use of sources and digital resources, attention to accessibility and gender issues, judgement autonomy and communication clarity. Excellent marks require an original, well-structured, scientifically sound and didactically justified project able to connect biological contents, the experimental method and inclusive teaching practices. Indicative criteria: scientific accuracy and completeness (30%); teaching coherence among objectives, activities and assessment (30%); quality and feasibility of practical/laboratory activities in school contexts (20%); clarity, disciplinary language and critical reflection (20%).

The program includes 11 modules in which the following topics will be developed, dealing with both a theoretical and practical point of view: • Science questions in secondary schools • Conceptual nodes of biology. • Teaching methodologies in biology. • Element flows and cycles. • Evolution and natural selection. • Concept of species and classification of species. • The fossil record. • The concept of race and the human species. • Biodiversity. • Gender Gap in the history of science and now. • Citizen Science. The last module is dedicated to the visit and activities at the Natural History Museum of Turin. Laboratory Exercises: use of optical microscopes and stereomicroscopes for the observation and identification of invertebrates; use of dichotomous keys for the identification of plants and animals; nucleic acid extraction; bioacoustic recording and analysis; use of natural history databases for citizen science activities; basic data analysis and visualization.Gender mainstreaming: The course includes an examination of the gender gap in the history of science and in contemporary science, with a focus on the representation of female and male scientists in educational materials and on the design of inclusive activities for secondary schools.

KNOWLEDGE AND UNDERSTANDING ABILITY
Ability to integrate knowledges from lectures with the individual ability to organize lessons plans on fundamental aspects of biology.

ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
To be able to use knowledges from different biology courses to make lectures for students

COMMUNICATION SKILLS
to be able to elaborate the contents of biology, using, during examination, the correct terminology

AUTONOMY OF JUDGMENT
To be able to critically analyze elements linked to what learnt during the course

LEARNING ABILITY
To be able to adequately describe fundamental topics in biology. This ability will be developed by preparing and exposing lectures about specific topics and for students of a defined level, including simple experimental activities.