Scienze Naturali, Scienze dei Sistemi Naturali,
Evoluzione del comportamento animale e dell’uomo

The overarching aim of the module is to induce and facilitate reflection on teaching processes in the field of Life Sciences, so that students become aware of the necessity of promoting experience-based learning rather than passive mnemonics of formulaic notions.
The module will especially focus on increasing students’ awareness with regard to the role of the teacher; the epistemological and conceptual nodes inherent to biology; the educational aims that are specific to this discipline; the teaching techniques available; the existing national guidelines.

KNOWLEDGE AND UNDERSTANDING

By the end of the module, the student will:

• be aware of any existing epistemological obstacles and the main misconceptions related to the Life Sciences

• understand the different teaching methodologies applicable to secondary schools

  know the guidelines provided by the Ministry for secondary schools (I and II level)

APPLYING KNOWLEDGE AND UNDERSTANDING

By the end of the module, the students will be able to:

• identify obstacles and misconceptions, first and foremost by using self-reflection, but also by critically assessing scientific models that are often taken for granted

• be able to work in a team in order to plan teaching and learning pathways, which are focussed on the Life Sciences and coherent with the skills that need to be acquired

• be able to plan and conduct simple educational research projects in order to enhance the impact of their teaching.

INDEPENDENT JUDGEMENT

By the end of the module, the students will be able to:

• select the most appropriate topics and fine-tune the level of detail needed in different contexts

• recognise the existence of obstacles and misconceptions and evaluate the level of learning accordingly

• assess teaching methodologies and tools that are most appropriate within a variety of teaching/learning contexts

COMMUNICATION SKILLS

The students will be able to select and use (both in writing and orally) the most appropriate terminology in order to describe the planning and implementation of a didactic programme focused on Biology.

LEARNING SKILLS

By the end of the module the student will need to demonstrate that they have acquired an aptitude towards epistemological and didactic reflection upon the main branches of knowledge within the Life Sciences and environmental sustainability.

The importance of the laboratory as a teaching tool and environment for Life Science learning, with a focus on Botany; on organisms that are generally less well-taught in secondary schools (e.g. bacteria, algae, yeasts and filamentous fungi); on the reciprocal relationships between organisms and their surrounding environment. Simple experimental activities, of short duration and easily reproducible within a secondary school context.

Analysis of behaviours appropriate to the laboratory environment, including pictograms, risk assessment, common reagents and instrumentation. 

The textbook and its use.

Evaluation and its functions. Teaching by skills.

Different approaches for the study of the Life Sciences and the need for their integration for ensuring students’ understanding. Conceptual tools for the integration of different approaches, and deconstruction of stereotyped models. Main conceptual obstacles and consequent misconceptions in Biology. The importance of the iterative dialogue between experience and representation/modelisation.

Interaction-based teaching methodologies geared towards the collective building of knowledge, such as dramatisation, modelisation, role play and debates. 

Building lab-based teaching programmes, which are heavily contextualised and are based on a high degree of interaction with peers and with the teacher.

The teaching will include frontal teaching (44 hours), with constant interaction between teacher and student, and laboratory teaching (practicals, 8 hours).

The activities will include:

• presentation of the main topics using audio-visual material (power point slides, videos, internet)
• practical activities, both in group and individually, in the classroom, in the laboratory and on the field (depending on the number of students)
• feedback on the work produced by the students (teachers’ corrections as well as self-reflection and peer-to-peer assessment)
• group discussions on the outcome of practical activities, highlighting both positive and negative aspects.

The achievement of the learning objectives will be monitored throughout the module, via group exercises and teacher feedback.

FINAL ASSESSMENT: Oral discussion (20 minutes) which will be geared towards assessing the knowledge acquired, the ability to self-reflect and to integrate the different themes encountered during the module, as well as the ability to plan teaching and research “journeys” on the basis of one’s teaching practice.

The exam will be oral in person or (upon request of the student - see UNITO latest rgulations) held online. Further information will be sent to students enrolled in individual appeals.

Grades are given on the basis of 30 points.

• C. Longo, Didattica della biologia, Ledizioni, Milano, 2014
• S. Pancaldi, C. Baldisserotto, L. Ferroni, L. Pantaleoni, Fondamenti di botanica generale. Teoria e pratica in laboratorio, McGraw Hill, 2019