In the Geo-history teaching processes, it is possible to think about overcoming the problems that emerge, both at the level of legislation and in the teacher’s practices? Is it possible to structure complex devices, designed by the community in training, to rethink the organization and the didactics of the acted discipline? This initial hypothesis was formulated and verified as part of a research-training course for teachers, carried out by some researchers in Didactics at two Italian Universities with a network of seven schools. The project was conducted over three years. The basic idea was to collectively construct a vertical disciplinary curriculum, going beyond the habit of declaring topics or listing activities, but starting from the skills considered essential to develop students' geo-historical thinking.

DESIGNING THE GEO-HISTORY CURRICULUM: A CASE OF PARTICIPATORY RESEARCH IN THE ITALIAN SCHOOL

pentucci
2022-01-01

Abstract

In the Geo-history teaching processes, it is possible to think about overcoming the problems that emerge, both at the level of legislation and in the teacher’s practices? Is it possible to structure complex devices, designed by the community in training, to rethink the organization and the didactics of the acted discipline? This initial hypothesis was formulated and verified as part of a research-training course for teachers, carried out by some researchers in Didactics at two Italian Universities with a network of seven schools. The project was conducted over three years. The basic idea was to collectively construct a vertical disciplinary curriculum, going beyond the habit of declaring topics or listing activities, but starting from the skills considered essential to develop students' geo-historical thinking.
978-84-09-42484-9
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11564/786684
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