Geography Education – a.y. 2026-2027 – Scienze dell'Educazione e della Formazione (EDU)

Teacher: Pierluigi Magistri

CFU: 6
Course code: 804002169
SSD: GEOG-01/A Geografia
Bachelor Degrees: Scienze dell’Educazione e della Formazione
Language: Italian

Course delivery modalities: I semester
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
Basic knowledge of physical and human geography is required, including spatial organization, map reading skills, and the ability to identify key territorial and environmental phenomena. Familiarity with disciplinary terminology and a critical attitude toward territorial observation are also expected.

Program:
The course will address a range of topics, including the fundamental concepts of human geography; the educational role of geography in schools, with particular focus on early childhood and primary education; citizenship and environmental sustainability education; the tools and languages of geography (maps, charts, images, digital technologies); the design of geography-related teaching units; thematic workshops on environment, landscape, urban and rural spaces; and interdisciplinary and inclusive approaches in geography education.Lectures will be complemented by workshops, case studies, and field-based learning experiences.

Program:

The course will address a range of topics, including the fundamental concepts of human
geography; the educational role of geography in schools, with particular focus on early
childhood and primary education; citizenship and environmental sustainability education; the
tools and languages of geography (maps, charts, images, digital technologies); the design of
geography-related teaching units; thematic workshops on environment, landscape, urban
and rural spaces; and interdisciplinary and inclusive approaches in geography
education.Lectures will be complemented by workshops, case studies, and field-based
learning experiences.

Text books:
De Vecchis G., Pasquinelli d’Allegra D., Dentro la geografia. Teorie e pratiche per la scuola secondaria, Torino, UTET, 2026; De Vecchis G., Pasquinelli d’Allegra D., Sapere e saper fare geografia. Teorie e pratiche nella scuola dell’infanzia e primaria, Torino, UTET, 2024; Lavagna E., Lucarno G., Rigobello P.M., Geogarfia per insegnare: idee e strumenti per la didattica, Bologna, Zanichelli, 2018; Lecture notes and guidelines provided by the professor.

Text books:

De Vecchis G., Pasquinelli d’Allegra D., Dentro la geografia. Teorie e pratiche per la scuola secondaria, Torino, UTET, 2026;
De Vecchis G., Pasquinelli d’Allegra D., Sapere e saper fare geografia. Teorie e pratiche
nella scuola dell’infanzia e primaria, Torino, UTET, 2024;
Lavagna E., Lucarno G., Rigobello P.M., Geogarfia per insegnare: idee e strumenti per la
didattica, Bologna, Zanichelli, 2018;
Lecture notes and guidelines provided by the professor.

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: The course aims to provide students with the theoretical, methodological, and practical foundations of Geography as a scientific discipline and as knowledge to be transmitted in educational settings. Special attention will be given to teaching Geography in early childhood and primary education, with the goal of fostering conscious and active citizenship education focused on territory and sustainability. KNOWLEDGE AND UNDERSTANDING: By the end of the course, students will have acquired knowledge related to: the core concepts of human and physical geography; the main methodological tools for spatial analysis and representation (maps, graphs, images, GIS); contemporary territorial and environmental dynamics; the most effective teaching strategies for the transmission of geographical knowledge. Critical understanding will be enhanced through hands-on activities, workshops, and guided discussions. APPLYING KNOWLEDGE AND UNDERSTANDING: The acquired competencies will enable students to: design and implement basic geography-related teaching units appropriate for different educational levels; use the tools and language of geography in educational practice; connect disciplinary content with other fields of knowledge in an interdisciplinary perspective; implement outdoor and field-based learning experiences consistent with geographical education goals. MAKING JUDGEMENTS: By the end of the course, students will be able to: critically reflect on models and methods for teaching geography; assess the relevance and effectiveness of various educational approaches and didactic tools based on context and learning needs; independently analyse current geographical issues, both local and global. These skills will be developed through active participation in workshops and peer discussions. COMMUNICATION SKILLS: Students will develop: the ability to use accurate and accessible geographical language, adapted to different audiences (children, families, colleagues); skills in presenting disciplinary and didactic content both orally and in writing; confidence in using digital and multimedia tools to support educational activities. LEARNING SKILLS: The course encourages: the development of a personal and autonomous study method; the ability to keep up-to-date with geographical and didactic topics, including the use of digital resources and official sources; a reflective and metacognitive approach to their own learning and teaching processes. The planned teaching methods – interactive lectures, workshops, group work – support active involvement and the consolidation of reflective and collaborative learning skills.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES: The course aims to provide students with the theoretical, methodological, and practical foundations of Geography as a scientific discipline and as knowledge to be transmitted in educational settings. Special attention will be given to teaching Geography in early childhood and primary education, with the goal of fostering conscious and active citizenship education focused on territory and sustainability.
KNOWLEDGE AND UNDERSTANDING: By the end of the course, students will have acquired knowledge related to:
the core concepts of human and physical geography;
the main methodological tools for spatial analysis and representation (maps, graphs, images, GIS);
contemporary territorial and environmental dynamics;
the most effective teaching strategies for the transmission of geographical knowledge.
Critical understanding will be enhanced through hands-on activities, workshops, and guided discussions.
APPLYING KNOWLEDGE AND UNDERSTANDING: The acquired competencies will enable students to:
design and implement basic geography-related teaching units appropriate for different educational levels;
use the tools and language of geography in educational practice;
connect disciplinary content with other fields of knowledge in an interdisciplinary perspective;
implement outdoor and field-based learning experiences consistent with geographical education goals.
MAKING JUDGEMENTS: By the end of the course, students will be able to:
critically reflect on models and methods for teaching geography;
assess the relevance and effectiveness of various educational approaches and didactic tools based on context and learning needs;
independently analyse current geographical issues, both local and global.
These skills will be developed through active participation in workshops and peer discussions.
COMMUNICATION SKILLS: Students will develop:
the ability to use accurate and accessible geographical language, adapted to different audiences (children, families, colleagues);
skills in presenting disciplinary and didactic content both orally and in writing;
confidence in using digital and multimedia tools to support educational activities.
LEARNING SKILLS: The course encourages:
the development of a personal and autonomous study method;
the ability to keep up-to-date with geographical and didactic topics, including the use of digital resources and official sources;
a reflective and metacognitive approach to their own learning and teaching processes.
The planned teaching methods – interactive lectures, workshops, group work – support active involvement and the consolidation of reflective and collaborative learning skills.

Methods and criteria for verifying the learning:
The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5. communication skills). The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking. The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. – 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5. communication skills).
The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking.
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
– 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities – Teaching methods:
Attendance is not mandatory but is strongly recommended. The course will be delivered in person and will include interactive lectures, guided discussions based on case studies, educational workshops and simulations, collaborative and cooperative activities, and practical exercises. The involvement of external experts or practicing teachers is also planned.