General didactics (Fundamentals of general didactics) a.y. 2026-2027 – Scienze dell'Educazione e della Formazione (EDU)

Teacher: Prof. Angela Spinelli

CFU: 12
Course code: 804002516
Bachelor Degrees: Scienze dell’educazione e della formazione
Language: Italian

Course delivery modalities: I semester
Attendance: Optional
Assessment method: written test

Pre-requisites:
The module presupposes a basic knowledge of the history of pedagogy and an elementary familiarity with philosophical and pedagogical terminology. Students who feel they have gaps in these areas will find orientation materials and introductory readings available on the course platform.

Program:
The module is organised around three progressive thematic units. The first unit is devoted to defining the field of inquiry of didactics: the epistemological status of the discipline, the distinction between general didactics and subject-specific didactics, and its principal conceptual categories. The second unit offers a historical reconstruction of the concept of didactic method through the reading of Comenius, The Great Didactic, a foundational primary source of the Western didactic tradition. Analysis of the text enables students to understand the historical and semantic roots of notions that remain central to contemporary debate. The third unit opens onto a critical perspective on the present: drawing on a text chosen from those indicated, students are invited to bring the disciplinary foundations acquired into dialogue with some of the open questions of contemporary didactics — the school as a social institution, the relationship between technology and learning, and the role of artificial intelligence in educational processes.

Program:

The module is organised around three progressive thematic units.
The first unit is devoted to defining the field of inquiry of didactics: the epistemological status of the discipline, the distinction between general didactics and subject-specific didactics, and its principal conceptual categories.
The second unit offers a historical reconstruction of the concept of didactic method through the reading of Comenius, The Great Didactic, a foundational primary source of the Western didactic tradition. Analysis of the text enables students to understand the historical and semantic roots of notions that remain central to contemporary debate.
The third unit opens onto a critical perspective on the present: drawing on a text chosen from those indicated, students are invited to bring the disciplinary foundations acquired into dialogue with some of the open questions of contemporary didactics — the school as a social institution, the relationship between technology and learning, and the role of artificial intelligence in educational processes.

Text books:
Castoldi M., Fare didattica. Manuale per la formazione iniziale degli insegnanti, Mondadori, Milano, 2025. Comenio J.A., La grande didattica, La Nuova Italia, Firenze, 1996 (non in commercio; disponibile tra i materiali didattici in piattaforma). Un testo a scelta tra: Arena M., Dipende dalla classe. Manifesto per una scuola anticlassista, Il Margine, Trento, 2025. Gallese V., Moriggi S., Rivoltella P.C., Oltre la tecnofobia. Il digitale dalle neuroscienze all’educazione, Raffaello Cortina, Milano, 2025. Moriggi S., Pireddu M., L’intelligenza artificiale e i suoi fantasmi. Vivere e pensare con le reti generative, Il Margine, Trento, 2024. Study materials in Moodle (https://e-learning.uniroma2.it/)

Text books:

Castoldi M., Fare didattica. Manuale per la formazione iniziale degli insegnanti, Mondadori, Milano, 2025.
Comenio J.A., La grande didattica, La Nuova Italia, Firenze, 1996 (non in commercio; disponibile tra i materiali didattici in piattaforma).
Un testo a scelta tra:
Arena M., Dipende dalla classe. Manifesto per una scuola anticlassista, Il Margine, Trento, 2025.
Gallese V., Moriggi S., Rivoltella P.C., Oltre la tecnofobia. Il digitale dalle neuroscienze all’educazione, Raffaello Cortina, Milano, 2025.
Moriggi S., Pireddu M., L’intelligenza artificiale e i suoi fantasmi. Vivere e pensare con le reti generative, Il Margine, Trento, 2024.
Study materials in Moodle (https://e-learning.uniroma2.it/)

Educational goals and expected learning outcomes:
LEARNING OUTCOMES The module introduces students to the study of didactics as a scientific discipline, promoting theoretical knowledge of its historical evolution and its main fields of application; it contributes to developing the ability to navigate the lexicon and conceptual references of the educational sciences, an indispensable prerequisite for building a reflective educational professionalism. KNOWLEDGE AND UNDERSTANDING By the end of the module, the student knows the main stages in the historical evolution of didactics, understands the epistemological status of the discipline, and recognises its fields of study and application, distinguishing theoretical approaches from their practical contexts of use. APPLYING KNOWLEDGE AND UNDERSTANDING The student is able to apply didactic theories, concepts and methodologies to situations and contexts different from those in which they originated, recognising the conditions that enable or constrain their transfer. MAKING JUDGEMENTS The student is able to identify interdisciplinary relationships between didactics and other areas of pedagogical knowledge and the educational sciences, formulating reasoned evaluations of the topics addressed. COMMUNICATION SKILLS The student demonstrates command of the discipline’s basic lexicon and is able to use it in a coherent and well-argued manner, both in written and oral form. LEARNING SKILLS The student has acquired the disciplinary foundations needed to pursue independent further study of didactics and is able to argue the practical implications of the concepts learned in terms of the development of educational professionalism.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES
The module introduces students to the study of didactics as a scientific discipline, promoting theoretical knowledge of its historical evolution and its main fields of application; it contributes to developing the ability to navigate the lexicon and conceptual references of the educational sciences, an indispensable prerequisite for building a reflective educational professionalism.
KNOWLEDGE AND UNDERSTANDING
By the end of the module, the student knows the main stages in the historical evolution of didactics, understands the epistemological status of the discipline, and recognises its fields of study and application, distinguishing theoretical approaches from their practical contexts of use.
APPLYING KNOWLEDGE AND UNDERSTANDING
The student is able to apply didactic theories, concepts and methodologies to situations and contexts different from those in which they originated, recognising the conditions that enable or constrain their transfer.
MAKING JUDGEMENTS
The student is able to identify interdisciplinary relationships between didactics and other areas of pedagogical knowledge and the educational sciences, formulating reasoned evaluations of the topics addressed.
COMMUNICATION SKILLS
The student demonstrates command of the discipline’s basic lexicon and is able to use it in a coherent and well-argued manner, both in written and oral form.
LEARNING SKILLS
The student has acquired the disciplinary foundations needed to pursue independent further study of didactics and is able to argue the practical implications of the concepts learned in terms of the development of educational professionalism.

Methods and criteria for verifying the learning:
The assessment of learning consists of: ongoing assessment activities available on the platform throughout the academic year; review of a text of the student’s choice (practical test); in-person written test. The examination assesses the student’s overall preparation, ability to relate knowledge to the various parts of the syllabus, coherence of argumentation, analytical ability and autonomy of judgement. The student’s command of written and oral language is also assessed. The final grade is based on the evaluation of the practical test (review) and the written test (questionnaire) according to these criteria: Not passed: significant deficiencies and inaccuracies; topics are stated inconsistently and with inappropriate language. 18-20: Barely sufficient knowledge and understanding of the topics, with generalisations and imperfections and little analytical/argumentative ability. 21-23: Fair knowledge and understanding of the topics, but with generalisations and imperfections and little analytical/argumentative ability. 24-26: Good knowledge and understanding of the topics; good analytical and synthetic skills with clearly expressed arguments, but with not always adequate vocabulary and a mnemonic approach. 27-29: Very good knowledge and understanding of the topics; ability to analyse and synthesise. Good autonomy of judgement. Arguments presented in a rigorous manner and with appropriate vocabulary. 30-30 with distinction: Excellent level of knowledge and understanding of topics. Excellent analysis, synthesis and independent judgement. Arguments are expressed in an original manner and with appropriate vocabulary.

Methods and criteria for verifying the learning:

The assessment of learning consists of:
ongoing assessment activities available on the platform throughout the academic year;
review of a text of the student’s choice (practical test);
in-person written test.
The examination assesses the student’s overall preparation, ability to relate knowledge to the various parts of the syllabus, coherence of argumentation, analytical ability and autonomy of judgement. The student’s command of written and oral language is also assessed.
The final grade is based on the evaluation of the practical test (review) and the written test (questionnaire) according to these criteria:
Not passed: significant deficiencies and inaccuracies; topics are stated inconsistently and with inappropriate language.
18-20: Barely sufficient knowledge and understanding of the topics, with generalisations and imperfections and little analytical/argumentative ability.
21-23: Fair knowledge and understanding of the topics, but with generalisations and imperfections and little analytical/argumentative ability.
24-26: Good knowledge and understanding of the topics; good analytical and synthetic skills with clearly expressed arguments, but with not always adequate vocabulary and a mnemonic approach.
27-29: Very good knowledge and understanding of the topics; ability to analyse and synthesise. Good autonomy of judgement. Arguments presented in a rigorous manner and with appropriate vocabulary.
30-30 with distinction: Excellent level of knowledge and understanding of topics. Excellent analysis, synthesis and independent judgement. Arguments are expressed in an original manner and with appropriate vocabulary.

Attendance modalities:
The course is delivered in a blended format, combining in-person lessons and distance learning activities on the Moodle platform (https://e-learning.uniroma2.it/). The two modes are not alternatives but complements, following a coherent didactic logic: classroom lessons are devoted to the introduction of thematic units, discussion and engagement with the programme contents; the platform supports in-depth study, self-assessment and the progressive development of competencies through structured activities. In person, frontal teaching is integrated with guided discussion and feedback activities on work in progress, with particular reference to the AI Writing Laboratory. On the platform, the following are available throughout the academic year: study and in-depth materials correlated to the thematic units of the programme; self-assessment tests to verify understanding of the contents; discussion forums (e-tivity) for the shared elaboration of open questions; guided activities for the development of the AI Writing Laboratory, accessible and independently usable by all students, including those who do not attend lessons in person (https://e-learning.uniroma2.it/).

Attendance modalities:

The course is delivered in a blended format, combining in-person lessons and distance learning activities on the Moodle platform (https://e-learning.uniroma2.it/). The two modes are not alternatives but complements, following a coherent didactic logic: classroom lessons are devoted to the introduction of thematic units, discussion and engagement with the programme contents; the platform supports in-depth study, self-assessment and the progressive development of competencies through structured activities.
In person, frontal teaching is integrated with guided discussion and feedback activities on work in progress, with particular reference to the AI Writing Laboratory.
On the platform, the following are available throughout the academic year: study and in-depth materials correlated to the thematic units of the programme; self-assessment tests to verify understanding of the contents; discussion forums (e-tivity) for the shared elaboration of open questions; guided activities for the development of the AI Writing Laboratory, accessible and independently usable by all students, including those who do not attend lessons in person (https://e-learning.uniroma2.it/).