First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Human and Social Sciences and Cultural Heritage
EDUCATIONAL SCIENCES
Course unit
SOCIAL GEOGRAPHY
SFM0014278, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2019/20

Information on the course unit
Degree course First cycle degree in
EDUCATIONAL SCIENCES (Ord. 2019)
SF1334, Degree course structure A.Y. 2019/20, A.Y. 2019/20
N0
bring this page
with you
Degree course track Common track
Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination SOCIAL GEOGRAPHY
Department of reference Department of Philosophy, Sociology, Education and Applied Psychology
Mandatory attendance No
Language of instruction Italian
Branch ROVIGO
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Lecturers
Teacher in charge CHIARA RABBIOSI M-GGR/02

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-GGR/01 Geography 6.0

Course unit organization
Period Second semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
hours
Hours of
Individual study
Shifts
Lecture 6.0 42 108.0 No turn

Calendar
Start of activities 02/03/2020
End of activities 12/06/2020
Show course schedule 2019/20 Reg.2019 course timetable

Examination board
Examination board not defined

Syllabus
Prerequisites: No specific prerequisites are required.
Target skills and knowledge: By the end of the course, students are expected to be able to:
- recognise and use the key concepts of human and social geography (space, place, territory, scale, diffusion, interaction);
- understand spatial interaction with the economic, social, cultural and political dimensions, with a specific reference to contemporary mobility dynamics (e.g. migrations, tourism, etc.);
- critically analyse the relations between the local and the global in shaping space and place;
- use the previous mentioned knowledge and competence to support work in the field of education and community-building.
Examination methods: ATTENDING STUDENTS:
Ongoing assessment may be consisting of oral or written paper reporting, small problem-based exercises, simulation of application of methods carried out in the classroom – up to 6 points (out of 30).
Final exam based on written examination (80%).
The final exam will consist of a 10-question, multiple-choice test aimed at verify knowledge of the subject, and two open questions aimed at verifying students’ ability to put knowledge of the subject into their own words and use it in an analytical way as well – up to 24 points (su 30).

NON-ATTENDING STUDENTS:
Written exam at the end of the course (100%).
The final exam will consist of a 20-question, multiple-choice test aimed at verify knowledge of the subject, and three open questions aimed at verifying students’ ability to put knowledge of the subject into their own words and use it in an analytical way as well – up to 30 points (su 30).
Assessment criteria: On-going exercises and final written exam aim at assessing:
1. knowledge of the key concepts of human and social geography;
2. the ability to consider the role of economic, social, cultural, and political dimensions in shaping space and place and analyse the local-global nexus;
3. appropriate presentation of acquired knowledge (answers consistency with posed questions, appropriate language use, clear argumentation).
Course unit contents: The course will offer some interpretive and analytical keys to understand socio-spatial contemporary issues.
The aim is to support practitioners in the field of education in better contextualising their professional practice. The observation and interpretation of space and place dynamics, how they have evolved and how they are changing is fundamental to think at how to intervene in order to consider fragilities, frictions and conflicts manifested at various scales. Awareness of the character of the increased mobility condition marking contemporary society will also help in a more sounded intervention towards social development and well-being.
With the aim of providing examples of (geographical) applied-research, special guests will be invited to discuss case-studies and ‘real world’ experiences.
Planned learning activities and teaching methods: The following methodologies will be variously used:
- Lecturing
- Interactive lecturing (may be supported by digital tools)
- Problem based learning
- Working in group
- Peer feedback
- Reflective writing
Additional notes about suggested reading: ATTENDING STUDENTS:
1) notes taken during the classes
2) a selection of papers suggested during the classes
3) a selection of chapters from the text books suggested (chapters selection will be pinpointed during the classes)

NON-ATTENDING STUDENTS
1) one of the two text books suggested in the Reading list (the chose book shall be studied in its entirety)
2) the book of Jampaglia, Aru, Puttilli, Memoli (2018) pinpointed in the Reading list
3) an additional reading list composed of selected papers (to be requested by email at the teacher)
Textbooks (and optional supplementary readings)
  • Greiner, Alyson L.; Dematteis, Giuseppe, Geografia umana. Un approccio visuale. Terza edizione a cura di Alberto Vanolo.. Novara: UTET, De Agostini libri, 2018. si veda sez. “Eventuali indicazioni sui materiali di studio” Cerca nel catalogo
  • Loda, Mirella, Geografia sociale. Storia, teoria e metodi di ricerca. Roma: Carocci, 2008. si veda sez. “Eventuali indicazioni sui materiali di studio” Cerca nel catalogo
  • Silvia, Aru; Jampaglia, Claudio; Memoli, Maurizio; Puttilli, Matteo, L'emozione di uno spazio quotidiano. Parole, racconti, immagini di Sant'Elia-Cagliari. Verona: Ombre corte, 2018. si veda sez. “Eventuali indicazioni sui materiali di studio” Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Problem based learning
  • Case study
  • Interactive lecturing
  • Working in group
  • Peer feedback
  • Peer assessment
  • Active quizzes for Concept Verification Tests and class discussions
  • Use of online videos
  • Students peer review
  • Reflective writing

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)

Sustainable Development Goals (SDGs)
Good Health and Well-Being Quality Education Gender Equality Decent Work and Economic Growth Reduced Inequalities Sustainable Cities and Communities Responsible Consumption and Production Climate Action Peace, Justice and Strong Institutions