The course aims to develop an Inquiry-Based Science Education – IBSE to be used at school:
- promoting the learning and understanding of concepts through direct experience;
- setting and understanding the problem through a discussion
- overcome false or partial notions
- granting basic knowledge and promote competences.
With the study of General Biology the student will be able to achieve the following training objectives.
- Knowledge and understanding: learning the fundamental processes of life and the diversity of living beings
- Applying knowledge and understanding: learning the fundamental processes of life and the diversity of living beings
- Making judgements: awareness of being part of a single ecosystem and taking responsible action
- Communication skills: ability to expose content in a reasoned and dynamic way
- Learning skills: aptitude to deepen contents with recurrent updates in relation to the progress of scientific research and teaching methodology
- promoting the learning and understanding of concepts through direct experience;
- setting and understanding the problem through a discussion
- overcome false or partial notions
- granting basic knowledge and promote competences.
With the study of General Biology the student will be able to achieve the following training objectives.
- Knowledge and understanding: learning the fundamental processes of life and the diversity of living beings
- Applying knowledge and understanding: learning the fundamental processes of life and the diversity of living beings
- Making judgements: awareness of being part of a single ecosystem and taking responsible action
- Communication skills: ability to expose content in a reasoned and dynamic way
- Learning skills: aptitude to deepen contents with recurrent updates in relation to the progress of scientific research and teaching methodology
teacher profile teaching materials
Office Hours: every day of the week by appointment by email: valentina.savo@uniroma3.it
Programme
The scientific method. Evolution, theories, and hypotheses. History of life on earth. The transition from single-celled to multi-cellular organisms. Fossils. Dating methods. Organisms. The classification of organisms. Systematics and Taxonomy. Scientific nomenclature. Characteristics of algae and fungi. Plants (Bryophyte, Pteridophyte, Spermatophyte). Invertebrate animals. Vertebrate animals. The cell. Microorganisms. The human body. Skeletal system. Muscular system. Digestive system. Circulatory system. Respiratory system. Excretory system. Nervous system. Immune system. Sensory organs. Reproduction. Mendel's laws. Proposals for teaching Biology in the field and in-class settings.Core Documentation
Fondamenti di Biologia, Hillis David M.; Sadava David; Heller Craig H.; Price Mary V.. Editore ZanichelliOffice Hours: every day of the week by appointment by email: valentina.savo@uniroma3.it
Type of delivery of the course
THE COURSE ENTAILS FRONTAL LESSONS. DURING THE FRONTAL LESSONS, THEORETICAL CONCEPTS ARE EXPLAINED USING CLASS DISCUSSIONS AND POWERPOINT PRESENTATIONS.Attendance
THE COURSE ENTAILS FRONTAL LESSONS. DURING THE FRONTAL LESSONS, THEORETICAL CONCEPTS ARE EXPLAINED USING CLASS DISCUSSIONS AND POWERPOINT PRESENTATIONS.Type of evaluation
COVID EMERGENCY- THE ORAL EXAM COVERS THE TOPICS EXAMINED DURING THE COURSE AND ITS DURATION RANGES BETWEEN 30 AND 40 MINS. NON-COVID EMERGENCY-THE EXAM IS WRITTEN WITH FOUR QUESTIONS WITH A DIFFERENT DIFFICULTY: THE FIRST QUESTION IS SIMPLER AND LONGER, ON A GENERAL TOPIC, AND AS SUCH IT IS CONSIDERED FUNDAMENTAL: FAILING THIS QUESTION MEANS FAILING THE EXAM. THE SECOND AND THIRD QUESTIONS HAVE A MEDIUM DIFFICULTY AND LENGTH WHILE THE LAST QUESTION IS SHORT AND RELATIVELY HARDER.