SESSIONE TS3.1 Le attività formative in campagna nella didattica

Transcript

GS3 - GEOLOGICAL DATA-BASE, LEARNING AND CULTURAL HERITAGE IN THE
MEDITERRANEAN ENVIRONMENT
SESSIONE TS3.1
Le attività formative in campagna nella didattica delle
geo-scienze. Tra tradizione ed innovazione.
CONVENERS
Michele Stoppa (Università di Trieste)
Gianfranco Battisti (Università di Trieste)
Rend. Online Soc. Geol. It., Vol. 21 (2012), pp. 589-590, 1 fig.
© Società Geologica Italiana, Roma 2012
Teaching Geography Outdoor. The Case of Ce.P.E.A.
GIANFRANCO BATTISTI (*)
Key words: Field Lesson, Wandering Lesson, Human Geography,
Urban Geography.
Human geography, although classified by the Ministry of
Education among the humanistic disciplines, shares with natural
sciences the tradition of field activities as a fundamental experience
in the teachers’ education. Owing to the lack of time and money,
not to mention the willingness of teachers, nowadays this practice
is rather disused; nevertheless it is still considered of paramount
importance in all fields of the discipline, i.e. the cultural, economic,
political and social ones. For this reason, every scientific meeting
ends with a field excursion aimed at introducing foreign colleagues
to the most noteworthy characters of the geographical region
investigated by the organizers.
We all agree on the fact that studying geography only through
books and maps is inadequate. Neither can lectures and workshops,
even if carried out through multimedia instruments, succeed in
completing the task. Between the oral description of whatever
geographical phenomenon, even if with the help of images (printed
or projected on a screen) there is the same difference existing
between the advertising of an ice-cream and its actual flavour.
Moreover, scientific knowledge means the capacity to recognize
and, as we all experience, our ability to re-cognize is linked to a
previous knowledge (just like the biblical meaning of the term).
The field lesson is precisely the opportunity to transfer this
basic experience; the time (and the place) when under the
master’s guide we learn how to learn - and therefore to teach thus acquiring the knowledge through the whole of our senses.
Learning through discovering, a guided but always ineherently
individual experience. By shareing the experience, the learner
acquires at the same time the concurrent capacity to lead other
pupils on the same formative path.
Inside a classroom, the key question lies in the sensory
limitations of the proposed models (no matter if graphic, icononic
or mathematical ones) in comparison with reality.
This is particularly true for geography, since the phenomena it
_________________________
(*) Di.S.U., University of Trieste; e-mai: [email protected]
Paper prepared within the research activity furthered by the P.I.D.D.AM.
under the aegis of CIRD, University of Trieste.
considers are intrinsecally clusters of analytical phenomena studied
by other disciplines.
First of all we must consider the dimensional shrinkage, or
better, the problem of scale (think at the difficulty to correctly
read the maps). There is also the narrowness of the field of vision,
linked both to the perspective chosen in the representation and
the shooting angle of the camera. The vision is always limited,
because is “commended” (or chosen) by the teacher, who is
interested in focussing the attention of his audience towards the
places and details considered to be the most deserving.
The rest of the scene is generally neglected, but the rest in our
case represents the context where the different phenomena are
framed. This is of particular relevance for geography (both physical
and human), but also for applied disciplines like land-use planning
the position in the wider context is a fundamental point of view.
At the end, in the class-room the teacher must adjust his
freedom to the timing and the spaces available, where the transmission
of knowledge is institutionally grounded. These constraints are in
conflict with the freedom of the learner too, who often wants to
look farther than the teacher, to cast a glance towards other directions.
In doing so he may enrich himself, working out interests and
questions sometimes trivial but never useless. The process of
learning is indeed the product of the teacher’s activity, but it
starts only when the learner’s mind has been put in the condition
to move into action.
To this purpose, the teacher is required to have a specific
preparation. This is partly of disciplinary nature, partly requires a
previous organizational activity, aimed at easing the field activity
to the teachers.
As an example, we highlight the experience gained in Trieste
during the 90’s, at the Permanent Centre for Environmental Education
(Ce.P.E.A.). It was a joint venture promoted by the provincial
education superintendency, the municipal administration and the
Department of Geographical and Historical Sciences, University
of Trieste, with the cooperation of the Association of Italian
Geography Teachers (A.I.I.G.). In Italy the university curricula
for schoolteachers were at their beginning, so the author, together
with Dr. M. Stoppa, prepared some training courses for teachers
and university students. Two titles among others: The Environment
Tells - Tell the Environment, A city to live in - Understanding in
order to Manage. For each course a questionnaire was produced,
useful to the introductive check-up of learners, as well as a
program of field trips.
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86° CONGRESSO SOCIETÀ GEOLOGICA ITALIANA
18-20 SETTEMBRE 2012, ARCAVACATA DI RENDE (CS)
Fig. 1 – Trieste. A panoramic view from the slopes climbing up to the highland.
Concerning the said curriculum in urban geography, four
routes were selected in the Trieste built-up area: the main canal
area in the so-called Theresian town, the panoramic funicular to
the karst village of Opicina, the new industrial zone, the old and
new free port facilities.
A working form was produced for each of these routes. It
began with the technical notes (time required, type of route pedestrian, by pullman. etc. - gathering point, entry permissions,
educational goals, possible scientific support, i.e. the intervention of
a geologist). The second part contained the essential information
(borders and type of the area to be crossed, prevailing functions,
urbanistic models, noteworthy architectural elements, main land-use
transformations in and outside the area, synthetic reading of the
selected processes). The form ended with normative and
bibliographical references.
Fig. 2 – Old factories bordering the canal in the centre of the industrial zone.
REFERENCES
BATTISTI G. (1981) - Contributi per un dibattito sull’insegnamento
della geografia, Univ. Trieste, SSLLM, Trieste.
BISSANTI A. (1980) - La lezione sul terreno in città: l’osservazione
di una strada. Geografia nelle Scuole, 25 (4), 311-316.
CASTIGLIONI B. (2006) - Il progetto europeo “3KCL-Karstic
Cultural Landscapes”: un’importante esperienza di ricerca e
didattica. In: E. Santoro Reale & R. Cirino (Eds.), Identificazione
e valorizzazione delle aree marginali - Atti 48° Conv. Naz. AIIG
(Campobasso 2005), a cura di AIIG Molise - I. R. Studi Storici
del Molise “V. Cuoco”, Campobasso, 175-178.
DE VECCHIS G. (1985) - La lezione itinerante nella progettazione
didattica. Geografia, 8 (1), 14-16.
DE VECCHIS G. (1991) - Dalla osservazione diretta a quella
indiretta. Approccio sensoriale e organizzazione delle informazioni
ambientali. Semestrale di Studi e Ricerche di Geografia, 3-19.
DE VECCHIS G. (1994) - Riflessioni per una didattica della
geografia. Kappa, Roma.
MAIZZANI A. (2006) - Itinerario didattico finalizzato alla
conoscenza dell’acquedotto pugliese, un bene ambientale del nostro
territorio. In: Identificazione e valorizzazione delle aree marginali,
op. cit., 187-190.
PETRONE V. (2006) - Progetto didattico laboratoriale: alla
scoperta di Scapoli, un paese delle Mainarde, ibidem, 297-300.
SCARIN M. L. (2009) - Ecomusei, ergomusei. L’esempio
dell’ecomuseo della montagna pistoiese. In: C. Cencini, L. Federzoni
& B. Menegatti, Una vita per la geografia. Scritti in ricordo di P.
Dagradi, Pàtron, Bologna, 471-480.
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Rend. Online Soc. Geol. It., Vol. 21 (2012), pp. 591-593, 2 figs.
Glaciers one-time
A century of climate change on glaciers of Italy
One popular project with direct involvement of the society that
becomes protagonist and share in research
CHRISTIAN CASAROTTO (*)
Key words: photographic comparison, glaciers, research and
society, enhancement mountain environment.
INTRODUCTION
Alpine glaciers are of great importance in the eyes of climate,
economy, society and energy studies. They are also an element of
the alpine landscape that has long fascinated researchers and
explorers going to high altitudes. At present we must recognize
that during the last century the extent of alpine glaciers has been
halving. This highlights the importance of collecting
scientifically valid evidence involving the citizenship in the
development of a popular scientific project, which, among its
objectives, aims to make the society conscious of the glacial
retreat in action and to quantify the changes in the mountain
landscape.
The project has been proposed and publicized to the whole
community, in order to involve everybody in a research program.
All are invited to take photographs of the modern Italian glaciers
with the exact points of view of historical photographs, and to
make photographic comparisons. The photographic comparisons
in fact are the basis to carry out comparative studies on the health
of our glaciers, seen as valuable indicators for the assessment of
climatic conditions and their evolution over time.
With the aim of encouraging the community to approach, re_________________________
(*) Museo delle Scienze, via Calepina 14 - 38122 Trento.
Project co-funded by the Comitato Scientifico Centrale del Club Alpino
Italiano, under the patronage of the President of the Italian Republic.
With the participation of Comitato Glaciologico Italiano.
Coordination of the Scientific Committee: Carlo Baroni, Claudio Smiraglia,
with Fondazione Montagna Sicura, Servizio Glaciologico Lombardo,
Comitato Glaciologico Trentino, Servizio Glaciologico Alto Adige, ARPA
Veneto, Unione Meteorologica del Friuli Venezia Giulia.
Sponsorship of Società Geologica Italiana, Società Geografica Italiana,
Collegio Nazionale delle Guide Alpine, ENEA, CNR, Accademia della
Montagna del Trentino, Trento Filmfestival della Montagna, Ministero
dell’Ambiente del Territorio e del Mare, Ministero dell’Istruzione
dell’Università e della Ricerca.
discovery and develope the mountain environment, we didn’t
give detailed information relating to the photographed glaciers;
so the citizens are encouraged to start a phase of study, with
important social implications, concerning the identification of the
glacier and the location of the place from which to take the
photo.
The project Glaciers one-time is characterized therefore by a
strong involvement of society in the world of research, to the
enhancement of the Italian Alps, as an incentive to attend and
rediscover the mountain, transmit to the society the meaning and
importance of research, and ensure that the research becomes an
important process useful for the growth of the individual and the
community.
The choice of the Italian glaciers is carried out in
collaboration with the Comitato Glaciologico Italiano, involving
all regional and provincial organizations and institutions that
carry out glaciological activities (Fondazione Montagna Sicura,
Servizio Glaciologico Lombardo, Servizio Glaciologico Alto
Adige, Comitato Glaciologico Trentino, ARPA Veneto, Unione
Meteorologica del Friuli Venezia Giulia).
The important institutional network so has the goal to
cooperate together for the promotion of historical photo archive,
the promotion and dissemination of research within the society,
the enhancement of the mountain environment and of tourism
activities, the understanding of the landscape changes due to
retreat of the glaciers.
In detail, the operational phases of the project Glaciers onetime were:
1 - Identification of the national network. The Museo delle
Scienze, the project leader, launched a capillary communication
directed to organizations and institutions, public and private, in
various capacities, operating within the context of the Alps and
involved in glacier monitoring.
2 - Identification of the Scientific Committee. With the
collaboration of Carlo Baroni (University of Pisa), Claudio
Smiraglia (University of Milan) and subjects related to the
institutions of the national network a Scientific Committee was
established with the task of validating the scientific aspects of the
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Fig. 1 – The Adamello Glacier as seen in 1903 and how it is today. From the photo comparison we may extrapolate date concerning the glacial retreat in the last
century.
initiative and the qualitative factors to extrapolate through
photographic comparisons.
3 - Identification of a Mountaineering Committee. The Museo
delle Scienze identified, within the mountaineering world, two
major figures in the field of the mountains to represent the
project: Fausto De Stefani and Michele Comi. The two climbers
have simbolized respectively the historic and modern alpine
photography, with a dialogue concerning the changes in
mountain climbing, or “of going to the mountains”. Mountain
climbing is in fact a practice following the modifications in the
high-mountain landscape.
4 - Selection of historical photographs and their widespread
national circulation. The Museo delle Scienze involved
stakeholders in the institutional network, leading them to enhance
the photographic archives and historical images, with reference
to some of the most significant Italian glaciers, can provide
qualitative data of changes in the landscape. The photographs,
selected to cover uniformly all over the Alps, have published on
the websitewww.ghiacciaidiunavolta.it
5 - Recognition of places. The society didn’t suggest the
pointers, mountains, glaciers and valleys depicted in the
photograph. The project allowed the discovery of the territory
retracing the paths walked by the ancient photographer to take, in
the same place, the same snap shot. This was useful for
promoting the re-discovery and development of the mountain,
starting a process of socialization leading to the identification of
the place from which to take the photo.
6 - Forwarding of the produced photographs. We offered the
opportunity to take photographs during the entire summer 2012.
The photographic material was to be sent, via the website, to the
Museo delle Scienze who files the photos with information on the
author’s, date and place of capture.
7 - Analysis, evaluation and selection of the best
photographic comparisons. The Scientific Committee is
conducting the appropriate assessments to extrapolate the best
pictures. With this selection the Committee is working to extract,
through photographic comparison, the changes in landscapes and
portraits of the glacial retreat.
Fig. 2 – The website of the project www.ghiacciaidiunavolta.it, hosting the
photo gallery and allowing the mailing of the photos produced during the
summer 2012.
8 - Publication of the material. All the best pictures are
shared within the network and posted online to make them
available to the entire community that can see and rediscover the
importance of their work. With the contribution of the Società
Geologica Italiana, a publication will collect the best
photographic comparisons with qualitative / quantitative analysis
and geological and geomorphological descriptions of some routes
to the “discovery of the glaciers”. A DVD and / or traveling
exhibition may also be created.
The purpose is to disseminate the valuable material
contributing to an epochal debate. The photographic comparison
of alpine glaciers, portrayed in historical times and today with the
same frame and location, documents a strategic issue in an
endangered planet from which depends the safety of future
generations. The glacier is in fact our wealth and the
development of mankind cannot in any way be separated from its
conservation. A century of climate changes in the Alps is a long
part of human history that we can trace back, rediscovering the
charm of the alpine landscape and its greater glaciers in the past.
592
REFERENCES
COMITATO GLACIOLOGICO ITALIANO & CONSIGLIO NAZIONALE
DELLE RICERCHE, (1959) - Elenco e bibliografia dei ghiacciai
italiani. Volume I; pp.172.
DELLE RICERCHE (1961) - Ghiacciai del Piemonte. Volume
II; pp. XIII-324.
DELLE RICERCHE (1961) – Ghiacciai della Lombardia e
dell’Ortles-Cevedale. Volume III; pp. XVII-389.
DELLE RICERCHE (1962) - Ghiacciai delle Tre Venezie e
dell’Appennino. Volume IV; pp. XXVII-309.
DESIO A. (1967) - I ghiacciai del Gruppo Ortles – Cevedale.
Volume I –; pp. XXIII-874.
DESIO A. (1968) - I ghiacciai del Gruppo Ortles – Cevedale.
Volume II.
PORRO C. (1925) - Elenco dei Ghiacciai Italiani.
PORRO C. & LABIUS F. (1927) - Atlante dei Ghiacciai Italiani.
593
The Discovery of Landscapes Based on Geological Boundaries.
A Study Visit in the Regional Reserve of Rosandra Valley (Trieste)
GIOVANNI GIURCO (*)
Key words: Didactics of Geosciences, First Grade Secondary
School, Study Visits, Protected Areas, Friuli-Venezia Giulia.
The new first grade secondary school is greatly interested to
get over a layout still linked to the traditional classroom front
lesson. To this regard, the study visits on the ground represent
particularly efficient experiences towards significant development of
multidisciplinary competences, unavoidable also on the motivational
side, to enhance the learning of geography and natural sciences.
Usually, even if not by necessity, study visits are integrated in
a wider range of workshop plans, mostly markedly interdisciplinary,
lasting four months periods. For this reason, they must also be
carefully planned and designed, through the formulation of a
detailed action plan, specific for each one of the disciplines involved.
“Teaching on the field” is, therefore, a complex and demanding
activity at the same time, stimulating and fascinating, undoubtedly
crucial for a significant learning of geosciences.
The didactic experience presented in this paper was conceived
for a target group including 20 students of various classes in the
three-year curriculum of the first grade secondary school, thus
operating on a vertical perspective. The activity has been realized
in the first decade of March, because the reduced vegetation
covering allows easier observations of the peculiarities - both
morphological and geological - of the territory.
We singled out the “polje of ice-houses”, located near the
little settlement of Draga St. Elia (near Trieste), within the regional
natural reserve of Rosandra valley. Although located in an apparently
marginal area of the Reserve and therefore much less known to
the visitors than the nearby Rosandra valley, it is an extreemely
interesting place for the contiguous presence of an anthropic and a
geosite of high interest from a cultural and didactic point of view.
The geosites positioned in an environment characterized by
the presence of a geological boundary between litotypes of
different permeability (limestone and flysch), allow the students
to launch into captivating discovery of the layout of river-karstic
transitional landscapes and their characteristic landforms.
The study visit has been properly subdivided into eight steps,
during which the students have carried out mainly workshop
activities.
The first phase required a bus transfer to reach the site, the
teachers handed out to each student a didactical package containing
cartographic excerpts concerning the territory and a field book to
be used in the outdoor workshops. They divided the students into
working groups, operating in competition (particularly during phases
2 and 3) or sinergically (mostly in phases 4-7). Logistic information
have also been given about the operations to be dealt on site by
the different groups.
Phase 2 involved advancing on the cart roads and the tracks
connecting the nuclear settlement of St. Lorenzo (starting point)
and the site to be investigated. The path wounded up in a karstic
plateau.
Along the way the students performed orienteering activities,
using cartographic excerpts, properly enlarged, from the Regional
Technical Map 1:5,000. The learners have been invited to single
out and map the outcrops, collect samples, make the main
macroscopic observations about the calcareous lithotypes, learn
how to measure the attitudes by means of a geologist’s compass,
and tabulate the collected data.
Phase 3 began when the closed catchment basin was reached.
The learners have been stimulated to measure themselves against
analytical observations from panoramic places. The themes were
the forms associated to the two lithological domains in the areas
(the calcareous and the marley-sandstone one) as well as the
_________________________
(*) Scuola Media Statale “C. De Marchesetti”, Istituto comprensivo di
“Duino-Aurisina” (Sistiana - TS); Facoltà di Scienze della Formazione Università degli Studi di Trieste; e-mail: [email protected]
Fig. 1 – The Regional Natural Reserve of the Rosandra Valley (Trieste).
594
learners have been invited to interact with the teachers in a
progressive discovery of the systems of water collecting used in
the past by the rural populations, with the peculiar building techniques,
the way of use, the forms of potential recycling. The teachers
provided operative suggestions finalized to restore the site of
anthropic interest, requested to carry out the didactical activities
to be developed at school.
During Phase 6, the learners have reached the bottom of the
closed depression, and went down a track following the main
catchment drain feeding the basin. During the itinerary precise
observations were made about morphology and geology (lithological
boundaries, side dynamics related to slopes of likely neotectonic
interest, springs, characters of erosional trenches, ichnofossils
inside the sandstones, remains of hydraulic fittings of rural interest,
terracings, plant landscapes associated to the different lithotypes,
conditions of environmental dangerousness).
In Phase 7 the learners undertook, with the help of the teachers, a
reconnaissance of the bottom of the polje, with particular attention to
the colluvial deposits, the distribution of water-scooping points
(alluvial doline, swallow-holes) also with particular reference to
the organization of the ephemeral drainage network.
In Phase 8 the group set out for the settlement of Draga St.
Elia. There further observations were made on phenomena like
the regression of swallow-holes and the morphology of doline.
The students got on the school bus that carried them back to
school. During the activities each group had compiled its own
noteboock, collected rock samples and documented through
digital cameras the outstanding physiographic features of the
landscape. The materials so produced have been used during the
consolidation activities later performed in the class room.
Fig. 2 – A pond where the ice was quarried from the depression, which is still
collecting the meteoric waters, was made by removing the materials of colluvial
origin coming from the degradation of marley slopes and dykeing the edges to
increase the volume.
REFERENCES
Fig. 3 – Remains of an ice-house, where the ice forming in Winter in the
nearby ponds was deposited and conserved. The ice was sold in Summer before the
development of modern refrigeration systems. Obtained from materials of
colluvial origin, the man-made facility was made of limestone.
morphologies shaped on the contact between the two lithotypes,
not forgetting the characters of the corresponding vegetation
landscapes and the different land use forms.
The learners have been invited to describe the observed objects,
to formulate hypotheses and outline possible interpretations.
Adequate time has been devoted to the analysis of the landforms
on the slopes.
Phase 4 was reserved to the study of a closed depression.
Once impermeabilized, it hold a pond from which in Winter
people used to pull out iceblocks that were preserved in the
nearby ice-house. The learners have been stimulated to distinguish
the emerging lithotypes and discover how a colluvial sheet actually
covers the contact between the limestones and the more recent
marley-sandstone strata.
Phase 5 was dedicated to examining the anthropic site
characterized by a juxtaposition of ponds and ice-houses. The
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successioni sedimentarie. UTET, Torino.
CUCCHI F., PIRINI RADRIZZANI C. & PUGLIESE N. (1987) - The
carbonate stratigraphic Sequence of the Karst of Trieste
(Italy). Mem. Soc. Geol. It., 40, 35-44.
CUCCHI F., VAIA F. & FINOCCHIARO F. (1987) - The Geology of
T. Rosandra Valley (Karst of Trieste, Italy). Mem. Soc. Geol.
It., 40, 67-72.
CUMIN G. (1929) - Guida della Carsia Giulia. Stabilimento
Tipografico Nazionale, Trieste.
CREMONINI G. (1985) - Rilevamento geologico. Pitagora Editrice,
Bologna.
DAMIANI A. V. (1984) - Geologia sul terreno e rilevamento
geologico. Editoriale Grasso, Bologna.
DE VECCHIS G. & STALUPPI G. (2004) - Didattica della Geografia.
Idee e programmi. Utet Libreria, Torino.
PAGNINI ALBERTI M. P. (1972) - Sistemi di raccolta dell’acqua
nel Carso Triestino. Atti del Museo Civico di Storia Naturale,
28-1 (2), 15-66.
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RICCI LUCCHI F. (1985) - Sedimentografia. Atlante fotografico delle
strutture primarie dei sedimenti. Zanichelli, Bologna.
STOPPA M. (1995) - Aspetti metodologico-didattici relativi alla
trattazione dell’unità didattica “Aree carsiche”. Geografia
nelle Scuole, 40, 100-111.
STOPPA M. (1997) - Linee guida per lo studio delle aree carsiche
nelle Scuole Secondarie Superiori. Geografia nelle Scuole, 42
(3), 78-83.
STOPPA M. (1998) - Prospettive metodologico-didattiche per lo
studio di morfologie “a polje” nel Carso di Trieste. IRSET,
Trieste.
STOPPA M. & GIURCO G. (2005) - Cartografia nelle Scuole e
sviluppo delle competenze cartografiche. Le innovazioni
ispirate dalla Riforma Moratti. In: C. Donato (Eds.), Atti
Convegno Nazionale “Luoghi e Tempo nella Cartografia” vol. 1, Boll. A.I.C., 123-124-125, 91-104.
596
The Discovery of Mineral Resource.
A Geo-Science Itinerary for Primary School
ROSSELLA LA PORTA (*)
Key words: Workshop Didactics, Geosciences, Mineral Resources,
Primary School, North East of Italy.
The complex and delicate relationship between man and
natural resources is a subject of great interest, on which the school
is called to focalize its didactic activity. The territory is indeed
a container of resources: the students ought to be helped to ponder
it and guided to discover their value and the related problems
from the perspective of sustainable development.
Among the opportunities suited to this purpose there are
particular facilities - the open-air museums - established to enhance
entire regions and the resources they offer. Of particular interest
are the museum complexes oriented to revise and protect divested
mines. They allow the visitors, through a masterly preservation of
the culture and history linked to this activity, to identify the typology
of activities once carried out, thus becoming places of evidence
and collective memory.
From a didactical point of view, they appear of extreme interest
since they exploit the great educational potential both of the
museum and the territory. Actually the museum, through the direct
involvement of the school world (see f.i. the organization of guided
routes inside and outside the museum) qualifies itself as a specific
environment devoted to meaningful learning.
The restoring and historical reconstruction of the environment
- the mines - set the conditions for an emotional sharing on part
of the students. They play an active role, living unique and stimulating
experiences that lead them, through playing and discovering, to
the self construction of knowledge.
Several are the activities that may be developed inside the
museums and, since they stimulate the comparison, the formulation
of hypotheses and the discussion in a highly motivating and
stimulating environment, they foster not only the cognitive side
of the learning process but also the sentimental and relational
one. We therefore believe that a museum experience ought to
become an integral part of didactical planning, especially from
a multidisciplinary point of view.
It is obvious that it may be integrated in a wide-ranging
educational path rooted in a workshop didactics, seen as a
methodology aimed at developing competences and at the same
time realizing the knowledge and know-how concurring to the
development of the students’ personality.
In this light we have decided to plan a didactical action concerning
mineral resources, proving that, notwithstanding its apparent
complexity, it may be proposed to the pupils of the last year of
primary school. It is composed of practical and group activities, to
be performed at school and on the field, in order to facilitate the
understanding of the contents and, moreover, raise interest and
motivation towards learning.
The theme chosen is of particular interest on the didactical
side; considering the extent of the knowledge involved, it may be
proposed to the children in a multidisciplinary perspective, drawing
in disciplines like geography, history and natural / experimental
sciences as well as environmental education.
Various are the subjects to be treated: on one hand mining,
with knowledge included in the domain of geographic-scientific
disciplines, on the other the analysis of the human characters of
life in the mines and in the mountains at large, always difficult
and often extreme.
Other themes that may be treated concern the environment,
i.e. pollution and environmental disasters produced by mining
over time. We can help the learners to realize the importance of
preserving the environment and its natural resources.
This didactical proposal - lasting 90 hours in all – is articulated
into some workshop activities to be previously developed at
_________________________
(*) Scuola primaria “C. Collodi”, Istituto comprensivo “Iqbal Masih” Trieste, e-mail: [email protected]
Fig. 1 – Outline of the educational path.
597
school, finalized to allow the students to acquire the mineralogical
and geographical knowledge requested to face up more consciously
the educational tour that is the core of the project. The experience
shall be later worked on again in a further workshop centred on
a reflection concerning the respect and the exploitation of the
cultural and environmental assets of the considered territory.
The educational tour - planned to last 6 days - files through
a motivating and enriching itinerary that allows to read each
subject in a logic and sequential way, growing in relationship
and complexity. The selected case studies allow the building of
a meaningful educational path, thanks to the variety of didactical
stimuli offered by the areas considered throughout Friuli-Venezia
Giulia, Trentino-Alto Adige and Veneto (Fig. 2).
The case of Masseria is emblematical, among other things,
of the didactic potential of the proposed places. Actually the
museum area, located in Val Ridanna (BZ), through the visit of
the mine in Ridanna-Monteneve, allows to deepen the knowledge of
the mining world, with special attention to industrial archaeology.
The mine museum of Ridanna-Monteneve, indeed, is no traditional
museum but an entire massif with exceptional facilities and
machinery still perfectly working. Here it is possible to penetrate
the world of mines, directly experiencing the hard work of the
miners engaged in digging mineral out of the underground.
The whole productive chain is still intact, so it a close
observation of the equipment is possible. It is a real travel back
in time to discover the main techniques of ore exploitation used
over the last eight hundred years. People can also put themselves
in the miners’ place and experiment with darkness, cold, smell,
dust and noise which the miners had to live with daily.
For this reason - in addition to the closeness to the Austrian
territory, an aspect of particular interest in the perspective of a
transborder didactics - manifold are the educational activities that
the teacher may offer to the learners. Among these it is worthwhile
recalling the visit to the ore upgrading plant, still perfectly operating.
It is a very stimulating experience; the students can understand
and get a live look on how the ore was separated from the gangue
as well as appreciate the evolution in digging techniques in time
and observe some of the tools in operation.
Fig. 2 – Outline of the proposed itinerary.
Fig. 3 – The Museum area of Masseria (BZ).
In the museum halls, moreover, a wide relief map allows to
explain to the children the structure of the impressive ore conveyor
plant, based on a complex system of inclined and haulage planes.
Of great impact is the excursion in the bowels of the mountain,
that is the discovery of the mine in a literal sense. Starting from
the “Poschhaus” gallery at 2,000 meters above sea level, after a
run of about 3,5 kms onboard the old narrow gauge train of the
mine, a real eventful journey begins. Running through wide
tunnels, inclined planes, pits (sometimes occupied by underground
watercourses), the students can become fully aware of what working
in a mine really is. Equipped with rock drill and mallet the
children can also measure themselves with digging the ore from
the still existing veins and carry home their “treasures”.
The teacher can use the case of torrent Ridanna - which
remained devoid of any living organism during more than 20
years owing to the spilling of chemical reagents used to separate
metals - to stimulate the learners to reflect about the environmental
impact of the mine. Is mining a polluting activity? May it
endanger the environment? and in general, which are the sources
of pollution caused by man’s activity?
Another opportunity is underlying the importance of monitoring
natural ecosystems by means of some parameters of the state of
the environment. In the case of water, which are these parameters?
How is sampling made? Which kind of analysis can be carried out?
It could be useful to propose a workshop activity on the field to be developed through appropriate kits for the analysis of water aimed at deepening some of these subjects and making the students
understand the importance of water as a resource.
In short, we believe that manifold activities can be performed in
the selected museum areas. They can lead to a fuller understanding
of the complex relationships between man and the resources of
a territory. So students can consider the reality from different points
of view and learn it in a meaningful and contextualized way.
When involved in this kind of workshop itinerary the students
will be able to dynamically perceive the close links existing
between a territory and the economic and cultural processes
and analyze man’s on the environment, thus understanding the
importance of its preservation.
598
REFERENCES
BELL F. G. (2001) - Geologia ambientale: teoria e pratica.
Zanichelli Editore, Bologna.
BERTAGNA G. (2000a) - Per un vocabolario di base. Le parole
dell’essere: capacità e competenze. Scuola e Didattica, 46
(1), 20-25.
BERTAGNA G. (2000b) - Per un vocabolario di base. Le parole
dell’avere: conoscenze ed abilità. Scuola e Didattica, 46
(2), 28-31.
BERTAGNA G. (2000c) - Per un vocabolario di base. Obiettivi e
prestazioni. Scuola e Didattica, 46 (3), 20-21.
DE VECCHIS G. (1994) - Riflessioni per una didattica della
geografia. Edizioni Kappa, Roma.
DE VECCHIS G. & STALUPPI G. A. (1997) - Fondamenti di
Didattica della Geografia. Edizioni UTET Libreria, Torino.
DE VECCHIS G. & STALUPPI G. A. (2004) - Didattica della
Geografia. Idee e programmi. Edizioni UTET Libreria Torino.
DI COLBERTALDO D. (1967) - Giacimenti Minerari. Giacimentologia
generale e giacimenti di Pb-Zn (e Ag). Edizioni Cedam,
Padova.
FRITSCHE E. & SULZENBACHER G., (Eds.) (2006) - In miniera.
Storia, tecnica, vita quotidiana. Materiali didattici del
Museo provinciale delle Miniere di Ridanna-Monteneve.
Folio Editore, Vienna/Bolzano.
STOPPA M. (2002) - Competenze di base per insegnare la Geografia.
In: G. De Vecchis (Eds.), La Geografia all’Università. Ricerca,
Didattica, Formazione, Geotema, 17, 28-36.
STOPPA M. (2006) - Dall’esperienza alla competenza. Il contributo
della Geografia alla progettazione di attività didattiche
laboratoriali. In: E. Santoro Reale, R. Cirino, G. De Vecchis
& C. Brusa (Eds.), Atti del 48° Convegno Nazionale AIIG
“Identificazione e valorizzazione delle aree marginali. Il
contributo della Ricerca, della Didattica, della Società Civile 9° Corso Nazionale di Aggiornamento e sperimentazione
didattica (Campobasso, 2-5 settembre 2005), Associazione
Italiana Insegnanti di Geografia-Sezione Molise, Istituto
Regionale per gli Studi Storici del Molise “V. Cuoco”,
Università degli Studi del Molise, Art Decò - Digital Printing,
Campobasso, 153-158.
Convegno Nazionale “Luoghi e Tempo nella Cartografia” vol. 1, Boll. A.I.C., 123-124-125, 91-104.
ZUFFARDI P. (2002) - Giacimentologia, prospezione mineraria,
problemi geo-ambientali. Pitagora Editrice, Bologna.
599
Field Activities in the Training of Teachers
MICHELE STOPPA (*)
Key words: Didactics of Geosciences, Didactic Research, Initial
Education of School Teachers, Teachers’ Training, Territorial
Didactics, University Didactics.
If adequately prepared and harmonized to the different training
offers, didactical activities on the ground, carried out in direct
contact with the real territory, pay a not marginal contribution to
the learning of geosciences. They actually allow the consolidation
and contextualization of learning, thus overcoming the fragmentation
of the different curricula.
THE NEED TO TRAIN TEACHERS
The territory-based didactics represents a valued opportunity for
students, yet its quality depends on the command of specific
competences on part of their teachers. These must in fact be able
to control its complexity with full awareness and in a reliable
way so as to guarantee its educational effectiveness.
As a consequence, the activities on the ground give a
professional training also to the initial education of the future
teachers involved in the various teaching processes - learning of
geosciences in the schools as well as their preconditions, perspectives
and goals - which are rather different from those requested of a
professional geologist.
The curricula drawn up for the training of teachers, therefore,
ought to take into account a systematic recourse to initiatives of
territorial didactics. These must of course make reference to and
be founded on the basic themes from the school curricula,
developing them with a particular attention both to the information
function (contemporary consolidation of theoretical learning) and
the professional one (methodological training).
Moreover, it is of paramount importance to offer courses in
Applied Geological Survey. By mixing together topics pertaining to
the multidisciplinary field of geosciences (especially geological
survey) and didactical topics, this would make it possible to
provide the teacher with the specific competences required to
plan and carry out a didactics on the ground, that is one tailored
to suit the different learning material required at each school level.
_________________________
(*) Dipartimento di Matematica e Geoscienze, Università degli Studi di
Trieste, e-mail: [email protected]
THE DIFFERENT TYPES OF TRAINING
Some of the field activities (lessons on the ground, wandering
lesson, study visits, study tours etc.) aim at giving the possibility to
acquire and consolidate learning, promote multidisciplinary
competences (territorial workshops, didactical excursions, survey
campaign) or professional teaching-related expertise (geological
survey campaigns applied to the didactical planning of territorial
curricula). For obvious reasons, activities of this kind are only
suited to numerically limited target groups.
Lessons on the ground (limited in time) aim at studying a
phenomenon restrained within a well-defined area (for instance
an outcrop, a stratigraphic sequence, the segment of a river bed, a
geotope). The territory becomes thus a sort of virtual classroom
and the lesson must be adjusted to its characteristics. It cannot
absolutely be the repetition on the ground of a traditional front
lesson held in a classroom.
Bad weather (cold, hot, rain, wind etc.) as well as an excess
of vegetation or disturbing biological activity (insects, for
example) may give rise to objective difficulties that can be partly
overcome using adequate clothing or resorting to other solutions
(an umbrella can enable a student to take notes even under the
rain). The teacher has to consider the manifold stimuli conveyed
through the context, which may cause a diminution of attention
on part of his students but may also be adequately used to rouse
their interest and support their motivation.
Long monologues are to be avoided and the appropriate
comments must be very short, sharp, contextual, selective,
formulated in an interactive, dialoguing way. Teachers must
absolutely avoid handling not contextualized general subjects,
more suitable for the classroom - a place surely more comfortable
even if less pleasant.
The easy access to the chosen site as well as the practicability of
the routes and the time required to reach it are to be checked in
advance. The most appropriate means of transport must be carefully
selected. Making of records, data, photo taking and sampling
operations as well as the mapping of the info collected should be
encouraged. Proper educational aids must also be prepared in
advance and handed out on the spot. A voice amplification device
can prove very useful.
Wandering lessons are an organic sequence of lessons on the
ground, delivered at various points of a thematic / integral
itinerary prepared ad hoc, consistent with the pursuit of formative
goals. The locations could be panoramic sites, very useful to have
a close look at morphology, stratigraphy and tectonics, or places
600
Fig. 1 – Typologies of territorial didactics for the teaching of geosciences.
of peculiar relevance for geomorphology, petrology, sedimentology,
palaeontology, etc. They actually follow the traditional methodology
used during one-day study visits as well as during longer study
tours. These latter, as norm, include activities to be performed in
museums, working centres inside protected areas or often indoor
workshops, that is not exclusively on the ground.
The logistics (including means of transport, travelling times,
planned stops, overnight accommodation etc.) is not to be
underestimated. Study visits and study tours have mainly an
informative character and are based on the discovery of something
more than the analytical exploration in detail. Their aim is in fact
to stir up interest and consolidate, inside the context, all the knowledge
previously acquired in the classroom. They avail themselves, as a
norm, of a interdisciplinary team of teachers supported by experts
in the sector.
Didactical excursions resemble study visits but their aim is
the detailed exploration of a territory. This is carried out mainly
on foot, in a not too wide area, also advancing in rough courses
or even out of track, for example along the bed of a torrent. This
is sometimes dangerous, as rough areas may present risks of
different nature (geological, morphological, biological or anthropic).
Activities of this kind are characterized by the habitual visiting of
the study area, so as to obtain a stratified multisectorial analysis of
its peculiarities. The same territory must be covered repeatedly
under different seasonal and weather conditions, not only to discover
the places as a whole but also to analyze details and recognise the
starting up of the ephemeral dynamics.
Generally these initiatives are part of much longer workshop
itineraries with a wider scope. Between two consecutive ground
activities, but also at the beginning and at the end, it is necessary
to activate targeted educational trips, needed to prepare for the
next field activity or systematize it once back in the classroom.
In territorial workshops the territory becomes a real virtual
laboratory. Within them teachers may propose practical activities
requiring a gradual involvement of the students in the heuristic
procedures of geosciences. This time its it the “impact strategy”
which is privileged with regard to the territorial complexity, mellowed
at first by educational remarks. These are later to be followed by
comments aimed at stimulating the learners and support them in
the introduction to scientific research. The final step is the
enforcement of the Delphi Technique in its territorial version. It
requires to alternate personal work done by the students first in
pair, then in a (restricted or enlarged) group, mediated and
systematized by the teachers’ team. These activities are mainly
601
oriented to the development on part of the students of autonomous
ways to implement the knowledge acquired.
The geological survey programmes fall within this scope, but
they are mainly vocated to the education and training of the
professional geologist, more than of the geosciences teacher.
THE “DIDACTIZED” TERRITORY:
A VALUABLE RESOURCE
Despite the care given to the education of teacher able to
implement territorial activities, we cannot forget the problems
encountered by the majority of teachers in nursery and primary
schools. They have not graduated in geological sciences, as is
unfortunately also the case of many who teach “integrated sciences”
in secondary schools.
This makes the didactics on the ground rather troublesome on
account of the teachers’ limited competences in geosciences,
inadequate to face the complexity characterizing a given territory. To
solve the problem the teacher may take advantage of the expertise of
university teachers, professional geologists and museum staff. They
can offer a factual contribution to a joint planning of the educational
activity and, according to their competence, also implement the
didactical intervention.
A decisive contribution to the teachers’ work may also come
from the so-called “didactized” areas. Both in Italy and abroad,
these are places of geological relevance, included in protected
areas or near museums, which offer a variety of scientific, logistical
and didactical support. In some places there are didactical facilities
or other facilities suitable for the purpose (for example open-air
multipurpose classrooms, which can be adapted to meet different
didactical requirements).
They guarantee moreover the appropriate accessibility through
safe and easily practicable roads. In some cases there are also
means of transport (narrow gauge trains, funiculars and the like)
that enable not only to reach in a short time the most interesting
geological sites but also to look at them from appropriate
perspectives, thus reducing the fatigue which inevitably diminishes
learners’ attention.
In particular, they offer fixed or movable teaching aids, allowing
sometimes a sectional thematic view, others an integral stratified
multiperspective reading according to the characteristics of the ground.
These aids support the generalist teacher and may be used at a
later stage to undertake successful in-depth studies.
Fixed aids, conveniently located at panoramic spots or in
places of particular interest along the geological route, have a
popular character and spread geological culture in society at large,
allowing a deeper knowledge of the territory. On the other hand,
they do not always take in account the variety of stimuli that only
the mediating activity of a teacher can organize so as to really
enhance the cultural and motivation level.
REFERENCES
BATTISTIN G., BEZZI A., MASSA B. & PEDEMONTE G. M. - Gruppo
di ricerca e sperimentazione didattica di Scienze della Terra Seminario didattico della Facoltà di Scienze - Istituti di
Mineralogia e Petrografia - Università di Genova (1981) Educazione geologica nella scuola secondaria superiore: il
ruolo del laboratorio sul terreno. La Geografia nelle Scuole, 26
(5), 309-319.
CREMONINI G. (1985) - Rilevamento geologico. Pitagora Editrice,
Bologna.
DAMIANI A. V. (1984) - Geologia sul terreno e rilevamento
geologico. Editoriale Grasso, Bologna.
DE VECCHIS G. (1987) - Viaggi, gite d’istruzione, visite guidate.
Alcune riflessioni. Geografia, 10 (1), 7-10.
DRAMIS F. & BISCI C. (1998) - Cartografia geomorfologica. Manuale
di introduzione al rilevamento ed alla rappresentazione degli
aspetti fisici del territorio. Pitagora Editrice, Bologna.
GRASSILLI B. (1997) - Ambiente quale educazione? In: A. Savignano
(Eds.), Etica dell’ambiente, Franco Angeli, Milano, 73-87.
ROSSI P. L. (1984) - Contributi al rilevamento geologico in aree
vulcaniche. Pitagora Editrice, Bologna.
Fig. 2 – The Geologischer Lehr- und Wanderpfad Oberstdorf-Nebelhorn in
the Allgäuer Hochalpen (Bavaria, Germany).
602
Rend. Online Soc. Geol. It., Vol. 21 (2012), p. 603.
The role of geological outing to face visual impairment:
the experience of Museo delle Scienze of Trento
ROSSANA TODESCO (*), CHRISTIAN CASAROTTO (*), PAOLO FERRETTI (*), FERDINANDO CECCATO (**), DARIO
TRENTINI (**), IRENE MATASSONI (**), GIANFRANCO CAINELLI (***) & VALERIO VALENTI (°)
Key words: geological pathway, visual impairment, blindness,
tactile manipulation, disability, Trentino.
ABSTRACT
The Museo delle Scienze through a network of partnerships
with organizations working on the safeguard and research in
the disability field (Istituto per la Ricerca, la Formazione e la
Riabilitazione and Unione Italiana dei Ciechi e degli
Ipovedenti) and the design of natural pathways (Azienda
Forestale e Provincia Autonoma di Trento), inaugurated on
september 2012 an educational pathway that highlights the
geological peculiarities of Trentino. This didactic geological
pathway is the culmination of a project, that began on may
2011, with the aim of involving blind and visually impaired
people to geological sciences as to reduce their disability and
make the naturalistic issue more accessible and actual.
The project took place in three steps:
- training for museum staff involved in the project:
documentation and testing on sensory disability museology;
studying on visual disability;
- planning and implementing several geological-naturalistic
workshops on the field and inside of the museum;
- planning and carrying out of geological educational
pathway.
To carry out this geological pathway we have learned how
the visual deficit or blindness affects mobility, orientation and
personal autonomy and last but not least, on outside
information, understanding that to this purpose it is necessary
to follow an itinerary from particular to global.
We treated these issues with the support of a qualified staff
during several naturalistic activities on general themes like
“rocks, fossils and minerals”, “the seasons”, “the life in
woodland”; and specific themes like “geological resources of
Trentino” or “the prehistoric reptiles of the Dolomites”.
The activities are calibrated according to the age of the
people, the blindness onset, the patology of visual impairment
and the presence of other disabilities.
Our project involved blind and visually impaired (with
different pathologies - glaucoma, maculopathy, pigmentary
retinopathy, cataract, visus < 3 -) with ages ranging from 5 to
80 years, including people who were borne blind and people
who lost the sight in their infancy, in youth or in mature age.
The people involved have shown interest in the activities,
increasing their capacity of tactile manipulation and mobility in
environments far from the everyday contexts.
The geology, in these project, has been the vehicle to pull
down physical, psicological, environmental and cognitive
barriers that follow the acute visual impairment, with the
aim to reduce disability obstacles and to facilitate the
integration into the cultural fabric.
_________________________
(*) Museo delle Scienze, via Calepina 14 - 38122 Trento.
(**) I.Ri.Fo.R. del Trentino e UICI sez. di Trento, via Malvasia 15 - 38122
Trento.
(***) Azienda Forestale di Trento Sopramonte, via R. Lunelli 48 - 38122
Trento.
(°) Provincia Autonoma di Trento - Servizio Conservazione della natura e
valorizzazione ambientale, via Guardini 75 - 38122 Trento.
Paper prepared in the frame of the Project “Percorsi museali e modalità di
fruizione del patrimonio geologico della provincia autonoma di Trento per
persone con disabilità visiva e uditiva”. Funding: Fondazione Caritro,
Museo delle Scienze, Trento.
603
Discovering an Open-Air Geological Workshop. The Regional
Natural Reserve of the Rosandra Valley near Trieste
SONIA TRENTO (*)
Key words: Didactics of Geosciences, Environmental Education,
Sustainable Development, Territorial Didactics, Primary
School, Protected Areas, Friuli-Venezia Giulia.
The educational project outlined here has been inspired by
several ministerial instructions aimed at stimulating schools to
develop experiences of watching and direct learning of the
natural environment. This especially through study visits in the
protected areas. In particular, the directions contained in the
Guidelines to Environmental Education and sustainable development
(dated December 9, 2009) have been taken into account.
The need for a more specialized handling, framed within
areas highly related to an interdisciplinary learning, has suggested
to work out a stimulating educational project for the final twoyear course of primary school.
The goal is to acquire on the field solid geological knowledge
of a peculiar landscape, the Regional Natural Reserve of the
Rosandra Valley (Trieste). The protected area, located in the
south-eastern corner of the Province of Trieste, contains a
spectacular active Karstic valley, highly tectonized and deeply
carved in the calcareous lithotypes by an allogenic stream
coming from the Slovene territory (Fig. 1).
The decision to deepen the knowledge of the lay-out and
the morphogenetic dynamics giving life to the territory involved
the formulation of an articulated educational package. This must
be properly developed by a coordinated team of teachers of
subjects ranging from geography to natural and experimental
sciences, able to correctly and effectively handle geological
themes on the field, if necessary with the appropriate cooperation
of experts, thus favouring the achievement of an acceptable
planning target, for instance the organization of a photo show.
To this purpose, we have singled out in advance a series of
learning goals - to be implemented with caution, given the
complexity of the environment considered - outlining specific
fields of geo-scientific knowledge, expressed in methods, languages
and sustainable behaviours (Fig. 2).
Inside the educational package Arrangements and dynamics
of the karstic landscape, exploring Rosandra Valley, five
educational units have been planned, aimed at handling specific
key competences such as locating, exploring, identifying, analyzing
and reliable behaving, to start with the development of the
basic competence of observing (Fig. 2).
In the training dynamics various educational conditions have
been considered, for instance when the concerned teacher either
transfers the knowledge directly in a logic and coherent way to
the learners or, in alternative, prepares stimulating experiences
of information discovery in an autonomous way or in a group.
It is advisable to propose the essential survey methods (very
simple ones, given the age of the pupils) concerning the main
environmental characters as well as to enforce the strategies
consistent with a macroscopic analysis of rock samples and an
organic and systematic reprocessing of the collected data. The
teaching team shall organize at this point interesting practical
activities centred on the simulation of given procedures.
Practical simulations are to be realized individually or in
cooperation, resorting if necessary to efficient educational aids
(explanatory sheets and guide books). Special attention has to be
paid also to some basic techniques of expression and representation,
to promote in the learners a progressive acquisition of the multiform
language of geosciences.
At the end, we take the opportunity to promote positively
sustainable behaviours. Only through the correct understanding of
the interdependencies linking the components of an environment
is it possible to infer the importance of a reliable and respectful
behaviour. The teachers are therefore invited to propose at the
same time experiences oriented to the study of the systemic
_________________________
(*) Scuola primaria “S. Pertini”, Istituto comprensivo “Iqbal Masih” Trieste, e-mail: [email protected]
Fig. 1 – The Regional Natural Reserve of the Rosandra valley near Trieste.
604
Fig. 2 – The Educational package “Arrangements and dynamics of the karstic landscape, exploring the Rosandra Valley”.
running of the territory and the watchful consideration of the
effects of the environmental behaviour on part of everybody.
REFERENCES
AA.VV. (1981) - Atti del Convegno Internazionale sulla Val
Rosandra. Comune di San Dorligo della Valle-Dolina,
Trieste.
BERTAGNA G. (2000) - Per un vocabolario di base. Le parole
dell’essere: capacità e competenze. Scuola e Didattica, 46
(1), 20-25.
BERTAGNA G. (2000) - Per un vocabolario di base. Le parole
dell’avere: conoscenze e abilità. Scuola e Didattica, 46 (2),
28-31.
BERTAGNA G. (2000) - Per un vocabolario di base. Obiettivi e
prestazioni. Scuola e Didattica. 46 (3), 20-21.
CASATI P. (Eds.) (2004) - Scienze della Terra. Vol. 1 - Elementi
di Geologia generale. Città Studi Edizioni, Torino.
CUCCHI F., FINOCCHIARO F. & VAIA F. (1987) - The geology of
T. Rosandra Valley (Karst of Trieste, Italy). Mem. Soc.
Geol. Ital., 25, 62-72.
CUCCHI F., PUGLIESE N. & ULCIGRAI F. (1989) - Il Carso
Triestino: note geologiche e stratigrafiche. Int. J. Speleol., 18,
1-42.
GASPARO D. (Eds.) (2008) - La Val Rosandra e l’ambiente
circostante. Lint Editoriale, Trieste.
MIUR (2003) - Indicazioni Nazionali per i Piani di Studio
Personalizzati nella Scuola Primaria. Ai sensi della Legge
28 marzo 2003, n. 53, Roma 30 luglio 2003.
MIUR (2007) - Indicazioni per il curricolo per la scuola
dell’infanzia e per il primo ciclo d’istruzione. Allegato al
Decreto Ministeriale 31 luglio 2007, Roma 5 settembre 2007.
MIUR (2009), Documento di indirizzo per la sperimentazione
di “Cittadinanza e Costituzione” - 4 marzo 2009.
MIUR & MATTM (2009) - Linee guida per l’Educazione ambientale
e allo sviluppo sostenibile, Roma 9 dicembre 2009.
PANIZZA M. (2002) - Geomorfologia. Pitagora, Bologna.
STOPPA M. (2002) - Competenze di base per insegnare la
Geografia. In: G. De Vecchis (Eds.), La Geografia
all’Università. Ricerca, Didattica, Formazione. Geotema, 17,
28-36.
605
STOPPA M. (2006) - Dall’esperienza alla competenza. Il contributo
della Geografia alla progettazione di attività didattiche
laboratoriali. In: E. Santoro Reale, R. Cirino, G. De Vecchis
& C. Brusa (Eds.), Atti del 48° Convegno Nazionale AIIG
“Identificazione e valorizzazione delle aree marginali. Il
contributo della Ricerca, della Didattica, della Società Civile” 9° Corso Nazionale di Aggiornamento e sperimentazione
didattica (Campobasso, 2-5 settembre 2005), Associazione
Italiana Insegnanti di Geografia-Sezione Molise, Istituto
Regionale per gli Studi Storici del Molise “V. Cuoco”,
Università degli Studi del Molise, Art Decò - Digital
Printing, Campobasso, 153-158.
Convegno Nazionale “Luoghi e Tempo nella Cartografia” vol. 1. Boll. A.I.C., 123-124-125, 91-104.
TRENTO S. (2011) - Conoscere la morfogenesi gravitativa. La
progettazione di un itinerario formativo a carattere trasversale
per la Scuola primaria. In: M. Stoppa (Eds.), Dalla dissoluzione
dei confini alle Euroregioni. Le sfide dell’innovazione didattica
permanente. Atti del 51° Convegno Nazionale dell’Associazione
Italiana Insegnanti di Geografia - 12° Corso Nazionale di
Aggiornamento e Sperimentazione Didattica (Trieste, 1521.10.2008) - vol. II, Le Lettere, Firenze, 92-106.
606

SESSIONE TS3.1 Le attività formative in campagna nella didattica

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