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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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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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.
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REFERENCES COMITATO GLACIOLOGICO ITALIANO & CONSIGLIO NAZIONALE DELLE RICERCHE, (1959) - Elenco e bibliografia dei ghiacciai italiani. Volume I; pp.172. COMITATO GLACIOLOGICO ITALIANO & CONSIGLIO NAZIONALE DELLE RICERCHE (1961) - Ghiacciai del Piemonte. Volume II; pp. XIII-324. COMITATO GLACIOLOGICO ITALIANO & CONSIGLIO NAZIONALE DELLE RICERCHE (1961) – Ghiacciai della Lombardia e dell’Ortles-Cevedale. Volume III; pp. XVII-389.
COMITATO GLACIOLOGICO ITALIANO & CONSIGLIO NAZIONALE 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.
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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] Paper prepared within the research activity furthered by the P.I.D.D.AM. under the aegis of CIRD, University of Trieste.
Fig. 1 – The Regional Natural Reserve of the Rosandra Valley (Trieste).
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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
BOSELLINI A., MUTTI E., RICCI LUCCHI F. (1989) - Rocce e 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. (1985) - La lezione itinerante nella progettazione didattica. Geografia, 8 (1), 14-16. 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.
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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] Paper prepared within the research activity furthered by the P.I.D.D.AM. under the aegis of CIRD, University of Trieste.
Fig. 1 – Outline of the educational path.
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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.
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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. 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. ZUFFARDI P. (2002) - Giacimentologia, prospezione mineraria, problemi geo-ambientali. Pitagora Editrice, Bologna.
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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] Paper prepared within the research activity furthered by the P.I.D.D.AM. under the aegis of CIRD, University of Trieste.
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
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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
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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. (1985) - La lezione itinerante nella progettazione didattica. Geografia, 8 (1), 14-16. 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).
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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.
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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.
Paper prepared within the research activity furthered by the P.I.D.D.AM. under the aegis of CIRD, University of Trieste.
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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.
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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.
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. 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.
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