Didactics of History LM – 2023-2024

Teacher: Prof. Elisabetta Serafini
E-mail: serafini.elisabetta78@gmail.com
CFU:6
Course code: 804002164
Degree: Master’s Degree “Scienze della Storia e del documento”
Course delivery modalities: In-presence		 Language: Italian
Pre-requisites: It is strongly advised to have already taken a history module (medieval, early modern, modern).
Attendance: Optional
Assessment method: Oral exam
Period: 2nd term
Starting date: 10 Avril 2024
Class hours
Wednesday, 5.00 p.m. – 7.00 p.m., T26
Saturday, 10.00 a.m. – 01.00 p.m., T. 26
Program:
The module aims to: give an historical overview on the teaching of history in the Italian school and on the didactic of history in the area of research in Europe; illustrate both traditional and more innovative approaches in the didactic programmes (with practical examples); show the didactic potentials of new historical trends and their impact on the educational setting; display tools and methodologies; offer a reflection on the assessment. This module is valid for the ‘classe di concorso’ in which it is expected the teaching of history (e.g. the classes A 11, A 12, A, 13, A 19, A 22), and is useful for obtaining 60 credits (specifically the 16 for disciplinary teaching), subject to an application for recognition.
Text books:
A) ATTENDING STUDENTS
1 .W. Panciera, A. Savio, Manuale di didattica della storia. Formazione e aggiornamento per i docenti di scuola secondaria, Le Monnier Università, Milano, 2022.
2. L. Cajani, I recenti programmi di storia per la scuola italiana, in «Laboratorio dell’ISPF», XI (2014), 26 pp.Further material will be provided during the class and it will be available online.
B) NON ATTENDING STUDENTS
1 .W. Panciera, A. Savio, Manuale di didattica della storia. Formazione e aggiornamento per i docenti di scuola secondaria, Le Monnier Università, Milano, 2022.
2. L. Cajani, I recenti programmi di storia per la scuola italiana, in «Laboratorio dell’ISPF», XI (2014), 26 pp.
3. La storia a scuola. Guida metodologico-didattica all’insegnamento della storia nella scuola secondaria, a cura di R. Bravin, C. Crivellari, Cleup, Padova, 201.
Bibliography:
  • Adorno S., Ambrosi L., Angelini M. (a cura di), Pensare storicamente, Franco Angeli, Roma, 2020.
  • Baeri E. (a cura di), Generazioni. Trasmissione della storia e tradizioni delle donne, Rosenberg & Sellier, Torino, 1993.
  • Bernardi P., Monducci F., Insegnare storia. Guida alla didattica del laboratorio storico, UTET Università, Torino, 2012, pp. 61-85.
  • Bravin R., Crivellari C., La storia a scuola. Guida metodologico-didattica all’insegnamento della storia nella scuola secondaria, Cleup, Padova, 2019.
  • Brigadeci C., Storia di genere e didattica della storia, in C. Brigadeci, Antonino Criscione, Giuseppe Deiana e Giancarlo Pennacchietti, Il laboratorio di storia. Problemi e strategie per l’insegnamento nella prospettiva dei nuovi curricoli e dell’autonomia didattica, Unicopli, Milano, 2001, pp. 147-179.
  • Brusa A., Cajani L. (a cura di), La storia è di tutti, Carocci, Roma, 2008 (*).
  • Cabibbo S., Questioni di metodo. Per una storia “a più colori”, in Saperi e libertà. Maschile e femminile nei libri, nella scuola e nella vita, a cura di E. Porzio Serravalle, Associazione Italiana Editori, Milano, 2001, pp. 83-96.
  • Guanci V., Rabitti M.T. (a cura di), Storia e competenze nel curricolo, Mnamon, Milano, 2017 (II ed.; I ed.: Cenacchi, Castel Guelfo/BO, 2011).      
  • Guerra E., Rilevanze, selezione dei contenuti, storia delle donne, in Flavia Marostica (a c. di), Apprendimento e cultura storica. Esperienze e spunti per la progettazione, IRRSAE Emilia-Romagna, Bologna, 1997, pp. 13-26.
  • Minuti R. (a cura di), Il web e gli studi storici, Carocci, Roma, 2015.
  • Pentucci M., Coma da manuale. La trasposizione didattica nei contesti di insegnamento-apprendimento, Junior, Bergamo, 2018.
  • Pizzato F.A. (a cura di), Una nuova frontiera della didattica. Metodi, tecnologie, esperienze italiane, Carocci, Roma, 2019.
  • Wineburg S., Why Learn History?, The University of Chicago Press, 2018 ·      
  • Zemon Davis N., La storia al cinema. La schiavitù sullo schermo da Kubrick a Spielberg, Vilella, Roma, 2007

Sitography:

  • http://www.clio92.it
  • http://www.historialudens.it/
  • http://www.novecento.org/    
Educational goals and expected learning outcomes:
A) Learning outcomes: to acquire didactic-disciplinary knowledge specific to the field of history; to get to know the theoretical foundations, conceptual tools, experimentation of the methodologies of history teaching in secondary school; constructing in an independent way didactic courses and formulating interpretative hypothesis on the base of their effectiveness; communicating through a specific disciplinary language.
B) Knowledge and understanding: tackling the epistemological problems of the discipline mainly in relation to its communication; understanding the problems related to the teaching of the historical discipline; learning and managing tools and methodologies and thinking about the didactic as a path of research-action.
C) Applying knowledge and understanding: experimenting the implication of the acquired knowledge and the outcomes of the reflections conducted with the goal of an effective didactic transposition of the teaching content.
D) Making judgements: analysing critically and constructing in an independent way didactic courses; formulating interpretative hypothesis on the base of their effectiveness, also in relation to personal experience.
E) Communication skills: formulating self-evaluation; communicating through a specific disciplinary language.
F) Learning skills: elaborating independently the material given during the course.
Methods and criteria for verifying the learning:
The oral examination will make it possible to assess the students’ actual ability to argue about themes and problems in the didactic transposition of historical content. For attending students, the assessment will also take place in the course workshops.
Teaching methods:
The course includes lectures, exercises and workshops. The teacher will propose to the students to experiment the didactic methodologies that will be presented in class.
Attendance modalities:
Optional attendance. Supporting materials will be made available for non-attending students.