Sciences and Teaching of Natural Systems

Educational objectives

Expected learning outcomes

Ability to manage and develop a natural museum

Skills to be developed and expected learning outcomes

Educational goals:
the course aims to provide students with the basic knowledge of naturalistic museology.

Learning outcomes
- Acquired knowledge: Successful students will acquire basic elements to organize the naturalistic collections, a naturalistic database, the restoration of finds, and the exhibition areas. Furthermore, Italian current legislation on naturalistic goods will be learned

- Acquired skills: students who have passed the exam will be able, applying what has been studied, to operate both in the field of scientific dissemination and in the museum (designing and managing naturalistic museums, geosites and exhibitions).

Educational objectives

Expected learning outcomes

Understanding the most important evolutionary steps of the vertebrate commnuities in the framework of the natural history of the Earth.

Dublin Descriptors

Educational objectives

Expected learning outcomes
Disciplinary introduction to environmental psychology, its main concepts and methods, as well as some research and application examples, with reference to interdisciplinary collaboration too.
The student will have to learn how to identify and analyze the peculiar characteristics of the relationships and transactions which are created among persons and places; s/he will also have knowledge of some of the main methodologies to be used in the study of the relationships among persons and places, with either scientific or applied aims.
After the course's end, the student will be able to master the essential concepts regarding the relationships among the main psychological processes and several spatial-physical aspects of the life environments or places.

Educational objectives

Objectives of the course:
The objectives of the course are to provide in-depth knowledge of marine environments (from the dorsal to the shoreline), the mechanisms of sedimentation typical of the different environments and the factors that control them. They also provided information on studies for offshore applications as services, establishment of marine geohazards, environmental studies, geological mapping in marine areas.

Skills to be developed and expected learning outcomes:
Knowledge of ability to use the main tools for seabed exploration.
Ability to design and interpretation of marine surveys.
Knowledge of the marine environment and of the geological processes acting in the different domains.
Knowledge of the evolution of continental margins in the long, short and very short term, even in relation to global change.
Knowledge of the Italian seas and their correlation with the geodynamic, sedimentary and vulcanotettonic setting.
Knowledge of applicative jobs on various fields of marine geology.

Educational objectives

Fornire le conoscenze di base relative ai diversi ambienti sedimentari esistenti, e gli strumenti di base per il riconoscimento degli stessi e dei processi che li caratterizzano.

Educational objectives

Basic knowledge of microfossils and their applications in paleoenvironmental and paleoclimatic fields. Identification of the most significant ecological groups of foraminifers. Knowledge of the most common methods on the microfossils studies. Analysis for the stratigraphical, paleoenvironmental and paleoclimatic reconstructions.

Educational objectives

Through a detailed examination of the fossil and archaeological record, combined with paleoenvironmental and paleogenetic data, the course provides the knowledge necessary to understand the dynamics of human evolution. The student will acquire the necessary skills in paleoanthropology for a critical evaluation of the information framework, as to independently take into consideration the available interpretative models.
The student will acquire knowledge on the paleoanthropological record as a whole, as to understand the dynamics of human evolution in the paleoenvironmental context between Miocene and Pleistocene.

Educational objectives

Objectives of the course:
To learn the basic techniques of palaeobotanical and palynological techniques. To know the main vegetation changes of the Quaternary. To acquire knowledge of the evolution of plants through geological ages. To apply palaeobotany to nature conservation issues.

Educational objectives

The course will illustrate how the peculiarities of numerous Italian plant food products, often outdated, are related to the response of the entire plant, and / or its edible organs, to changes in temperature, as shots of cold or heat, drought and alterations in organic / inorganic compounds in the soil, illustrating the relative biotechnology investigation, and possible enhancement in value.

Educational objectives

General objectives
At the end of the course the student will have acquired a descriptive knowledge of patterns of marine biodiversity at the global and regional scale (with a focus on the Mediterranean). The student will also be able to describe the traditional and modern methods of study of the biodiversity. Furthermore, the student will define the theoretical and methodological principles of the modern biological systematics., being able to use and apply (especially after the lab practices) the methods of phylogenetic inference. Finally, the student will be able to provide examples of building modern biological classifications.

Specific objectives
Knowledge and understanding:
The student will acquire the knowledge of the quantitative and spatial patterns and of the dynamics of the marine biodiversity, as well as of the traditional and modern methods of study; will understand how and to what extent the knowledge on patterns and dynamics on biodiversity (especially marine) are relevant to EcoBiology, and how an evolutionary framework is the only possible one.

Ability to apply knowledge and understanding:
The student will acquire the skills to use methods to estimate and analyse biodiversity, to make phylogenetic inferences, and to use the critical tools for the selection of the best fit methods to different case-studies.

Critical and judgmental capacities:
During the laboratory practices, the student will develop critical and judgmental skills by coping with potentially different dataset (morphological, genetical, molecular, geographic, ecological), having to design experimental protocols appropriate to test hypotheses.

Communication skills:
Students, especially during the laboratory practices, are encouraged to interact with each other and with the teachers to implement practical activities (observation, identification, analysis and critical comments of the experimental datasets; hypotheses to test; methods and models to use).

Learning skills:
The student will acquire the language of modern Systematic Biology, in terms of both taxonomic nomenclature and descriptive nomenclature of the experimental methods in the study of Biodiversity and in phylogenetic inference. These skills will make the student able to face future ecobiological studies, including experimental activities where a high level of methodological integration is required to the modern biologist.

Educational objectives

Expected learning outcomes

Acquiring skills on general and applied entomology, including modern molecular and cladistic approaches to insect systematics. To allow students to recognize the main taxa of Hexapods. To allow students to know and apply the main collecting methods aimed to sample insect populations in terrestrial and freshwater ecosystems, in a perspective of environmental monitoring. Acquiring skills on the use of insects and other terrestrial arthropods in Conservation Biology and in biological control of alien and invasive insect species. Acquiring skills and standard scientific knowledge allowing the preparation of scientific articles on insect taxonomy, morphology, and molecular phylogenetics.

Dublin Descriptors

Dublin Descriptor 1: knowledge of the basic elements of the Arthropods and Insects evolution, as well on their species richness at Italian, European, and World scale. Knowledge of the main phylogenetic relationships inside insect orders, and of their main diagnostic morphological features; knowledge of the main different metamorphosis models during development, as well as of the main insect trophic and physiological adaptations.
Dublin Descriptor 2: Skills in combining, integrating and applying knowledge of the main entomological principles in Evolutionary Biology, Ecology, Zoological systematics, and Conservation Biology. Ability to recognize the Insect orders (up to the level of the main families) of the European and Italian fauna. Ability to approach qualitative samplings and critical use of identification manuals (guides, local faunas, traditional and virtual keys to identification, etc.). Knowledge and ability to approach applied research, using indicator species and indices of environmental quality, managing problems related to the introduction of alien species, and problems related to insect conservation biology. Standard scientific knowledge allowing the preparation of scientific articles on insect taxonomy, morphology, and molecular phylogenetics.
Dublin Descriptor 3: skills in better and more critically understanding entomological items through the experiences accumulated during fieldwork, lessons, and discussions with teachers. The examinations, including a written (although not mandatory) report aimed to summarize a recent scientific article, should also allow students to better verify their own preparation and ability to understand and summarize complex entomological items.
Dublin Descriptor 4: skills in better communicating the results of personal entomological training, through the experiences accumulated by each student during field work, lessons, discussions with the teacher and with other students, and examinations.
Dublin Descriptor 5: skills in better transferring the experiences accumulated during this specialized entomological course in autonomous studies addressed to a taxonomic specialization in entomology, as well as in other fields such as applied zoology, zoogeography and Conservation Biology; this improved autonomy being based, e.g., on the acquired ability to read, understand and summarize a recent scientific article or textbook, and in easily using traditional and interactive keys to identification.

Educational objectives

Expected learning outcomes

To foster basic knowledge on: distribution of terrestrial and freshwater animal taxa, including their historical causes and dynamic processes, chiefly those which shaped our present-day European and Italian faunas; concept of geographical range, endemism, insular biogeography, and PAE; geographic delimitation, structure and main distinctive traits of the recognized Zoogeographic Regions, Realms, and Transitional Zones; use of principles and methods of the modern zoogeography in the fields of the applied zoology and of the Conservation Biology.

Dublin Descriptors

Dublin Descriptor 1 Knowledge of the zoogeographical bases of the animal distribution.
Dublin Descriptor 2: Skills in combining, integrating and applying knowledge of the main zoogeographic principles in Evolutionary Biology, Ecology, Zoological systematics, and Conservation Biology.
Dublin Descriptor 3: skills in better and more critically understanding zoogeographical items through the experiences accumulated during fieldwork, lessons, and discussions with teachers. The examinations, including a written (although not mandatory) report aimed to summarize a recent scientific article, should also allow students to better verify their own preparation and ability to understand and summarize complex biogeographical and evolutionary concepts.
Dublin Descriptor 4: skills in better communicating the results of personal biogeographic training, through the experiences accumulated by each student during fieldwork, lessons, discussions with the teacher and with other students, and examinations.
Dublin Descriptor 5: skills in transferring the experiences accumulated during this specialized biogeographical course in autonomous studies addressed to a specialization in applied zoogeography, as well as in other fields such as applied zoology and Conservation Biology; this improved autonomy being based, e.g., on the acquired ability to read, understand and summarize a recent scientific article or textbook on items of this research field, and in easily using numerical methods in applied zoogeography.

Educational objectives

Course's general goal is to facilitate the study of maths and other topics connected to scientific disciplines, especially geometry and astronomy, overcoming fears and indifference often developed in the previous school years. Another goal is to let experience different and active methods of teaching-learning. For this purpose, students are invited to join "adult workshops" where they are involved in explorative and cognitive activities of medium length (two months) and where their moving bodies allow an active interaction with the environment. In a second stage, are discussed the issues related to their didactic transpositions and their pedagogical meanings with regard to the various ages and conditions.
At the same time, during the course there will be individual activities of observation into the nature, and of registration, representation with various languages, and collective interpretation of these kinds of observation, and of construction of dynamic models aimed at being able to schematise natural phenomena, with adequate graphs and charts too. One more goal is to be able to systematically collect and interpret data related to the study area of didactics of science, and to reflect on the relative issues, proving to have a scientific and cooperative aptitude, and critical and self-critical skills.
Learning Results
Acquired knowledge: the students who pass the exam will be able to deal with scientific topics with a curious and critical aptitude, being able to distinguish a descriptive stage from an interpretation and cause-research one. They will have recognised the local and relative character of errors and their management with educational purposes. They will have understood the epistemological importance of some learning disorders and some teaching methods of maths. They will have known the differences between the continuity of some natural phenomena and the discreet character of their registration by means of the choice and the use of pertinent tools.
At the end of the course, the student will also have a basic knowledge on didactic elements, such as the necessity of acquiring the initial concepts of who is learning, the attention to educational obstacles, and the choice of the methods useful to make the initial concepts evolve by expanding the field of meanings [Dublin Descriptor No. 1].
The acquired knowledge will be about a greater ability to work in group, to make questions with a clear and technically correct language, to reflect on one's learning, and cognitive difficulties and doubts. The student will have integrated using methods of his/her body and sensory skills among the knowledge tools [Dublin Descriptor No. 2].
The acquired cross skills will be about the critical skills and the skills at making judgements strengthened by participation to activities of reflection and workshop, and by the ability to make questions [Dublin Descriptor No. 3].
Course's activities, included the final ones called "The stands of science", organised by students and presented to pupils of different ages and teachers, will allow to perfect expository skills, and skills in choosing related questions, materials, and issues, based on the age of the audience [Dublin Descriptor No. 4].
By means of the discussion with his/her colleagues, meetings with recent graduates, and participation to thematic seminars, the student will be better able to pursue a further education in an independent way, and to examine in depth scientific themes and the ones specific of planning in the educational field [Dublin Descriptor No. 5].
Learning Results
Acquired skills: the students who have passed the exam will be able to prepare activities related to the presentation of some scientific aspects and themes taking into account some solutions to various educational difficulties.
To reflect on the specificity of an approach to science open to complexity, that involves the whole person, and to perfect the perception of natural phenomena. To give value to concrete efficiency connected to the thinking of and planning of objects and tools. To orally express the themes of course's work.

Educational objectives

General aim:
To provide specialist knowledge on biological invasions as components of global changes

To know and to understand invasion processes and the role of biological invasions as a component of global change, including biodiversity loss and climate change.

To be able to apply the knowledge and skills learned on biological invasions

To be able to assess the risks of invasions and to formulate hypotheses on the tools to be used for their management

To be able to effectively communicate the acquired knowledge through oral presentations

Educational objectives

The course consists of two parts:
1. Ancient DNA - theory and study, discussion and oral presentation of recent case studies.
2. Ancient DNA - practice with visits to modern DNA laboratories in Sapienza and virtual visits to ancient DNA laboratories in Italy and other European countries.
OBJECTIVES and LEARNING OUTCOMES of the COURSE.
After completing the first part, students are expected to be able to:
- explain the peculiarities of ancient DNA and its importance in reconstructions of the past
- provide an overview of laboratory and genetic analysis methodologies used in the study of ancient material
- present basic theoretical knowledge of the evolutionary and ecological processes that occurred during the last ice age
- explain how environments have changed over the past 2.6 million years
- relate chronologically the events that occurred during the last 2.6 million years
- provide an overview of the processes that have changed environments over the past 2.6 million years
- contextualize the evolutionary processes that have occurred in plants and animals through a synthesis of knowledge from the different areas of research covered in the course.
After completing the second part, students are expected to be able to:
- explain how to extract DNA from ancient fossil specimens and sediments and perform analyses on ancient DNA
- explain the peculiarities of an ancient DNA laboratory versus a modern one and how to work in this environment.

Educational objectives

Developing competencesandlearning outcomes

Educational goals:
The student is provided the theoretical basis and the tools (also information) for the interpretation of the main geophysical methods for the study of the seabed. Are also treated the sampling methods and means for the acquisition of data at sea.
Learning ouctomes:
Knowledge of the principles for geophysical prospecting of marine geology
Knowledge of instrumentation and sampling techniques of the fund and subsoil
Ability to design campaigns for relief on the basis of scientific objectives
Knowledge of the principles of seismic data processing and sonar
Ability to interpret geophysical data and sampling of the seabed

Educational objectives

To provide basic knowledge on the biological implications of global change, from a macroecological perspective, a conservation perspective, and a sustainability perspective. To understand the effects of global change on biodiversity, and the links between environmental change, biodiversity loss, and risks to humanity. To interpret global change under a multi-scale lens, both temporally (past to future) and spatially (local to global).

Educational objectives

Educational goals:
 to know and understand topics and problems within the study area of mathematical, physical and natural science didactics;
 to learn to see, recognize and appreciate the connections that city objects and places have with sciences and with their story;
 to experience, through a first-hand example, diversified and active methods of teaching-learning, where body and movement in space are tools of knowledge too;
 to appreciate the real operability connected to the thinking and planning active teaching materials;
 to apply the didactic-pedagogical knowledge in realizing educational projects;
 to make the students feel responsible for their knowledge co-construction.
Acquired knowledge:
 to recognize the effect of the knowledge, also a scientific one, of city objects and places;
 to experience a reading of scientific texts (direct texts of scientists or of science history or of epistemology), even asking questions regarding science's participation in the history of an era, in a society's culture and history, and in problems of intercultural kind and type;
 to know and understand the methodological and didactic aspects of the experiences and activities had during the course, with reference to the scientific topics addressed.
At the end of the course, the student will have an advanced knowledge of research aspects in science areas, such as the passages from a description to the next schematization, quantification and research of the causes of a phenomenon observed. The student will also have acquired knowledge on an historical epistemological plan within the science area [Dublin Descriptor No. 1].
The skills acquired will be about a greater ability in working in group, in making questions with a clear and correct wording, in thinking of one's learning and mental difficulties and uncertainties, in analysing the educational aspects from the point of view of several disciplines involved in educational and training actions. The student will have added ways of use of his/her body and sensorial abilities among the knowledge tools [Dublin Descriptor No. 2].
Acquired cross proficiency is about critical and judgmental abilities strengthened by a participation to reflection and laboratory activities, as well as about the ability of asking questions and use a circumstantial-kind method [Dublin Descriptor No. 3].
Course's halfway activities and final ones under the form of "Science stand" organized by the students autonomously or in group and presented to recipients specialised or not will allow to use explanatory skills, and to choose relevant questions, materials and problems, also on the recipients' age basis, and to apply skills of following evaluation of the proposed actions in a multidisciplinary viewpoint [Dublin Descriptor No. 4].
The student will have reached meta-reflection skills about his/her own attitude and others' toward new situations and topics regarding scientific disciplines, as well as uncertainties and difficulties in understanding, so as the student will be better equipped to continue autonomously his/her study during the whole life, and to examine in depth the scientific topics and those of educational planning; he/she will also know how to critically face, with a complexity viewpoint, materials relative to scientific disciplines [Dublin Descriptor No. 5].
Learning results - Skills acquired:
 students who pass the exam are able to create, plan and evaluate interventions and educational projects through museum visits and in meaningful anthropic and natural spaces, and to select and reject pieces of information concerning the topics studied in formal and informal contexts.

Educational objectives

Ability to analyze the cause / effect relationship between geomorphological processes and morphodynamics.
Knowledge and ability to observe and recognize the landforms and their genesis.
Ability to evaluate the intensity of erosion in fluvial basins and slopes.
Knowledge and ability to apply methods for geomorphological hazard assessment.
Ability to organize field survey and monitoring of landslides.
Capability of thematic maps compilation.

Educational objectives

Objectives
- Knowledge of the main geospatial analysis methods and tools: geographic information systems and remote sensing
- Application of geospatial technologies for biodiversity conservation through case studies including impact of climate change and biological invasions, risk of extinction, translocation, reintroduction and ecological restoration.

Educational objectives

The course introduces to general knowledge and updated data regarding the variability of human and non-human primates, with reference to ecology and evolution. The student will be able to understand and evaluate the adaptive dynamics of examined taxa in the specific environmental contexts, in relation to the geographical distribution and in a diachronic perspective. Skills in critical analysis and presentation will be developed in presenting one or more case-studies at the level of gender, species or population.
The student will acquire knowledge on the variability of human and non-human primates, with focus on ecological aspects, including adaptive dynamics in relation to geographical distribution and specific environmental contexts, also in a diachronic and evolutionary perspective

Educational objectives

Expected learning outcomes
The course aims at obtaining knowledge on: forest ecosystems structure, composition, functions and dynamics at different spatial scales, from local to global; indicators of sustainable forest management; commonly applied forest management strategies and treatments with special reference to the national context; forest planning tools from the European to the local scale; goals and measures for European forest habitats.
The course will inform on how to apply the mentioned knowledge to forest planning and to the specific projects aimed at forest sustainable management, biodiversity conservation, landscape enhancement and land protection.
The course will allow students to critically analyse reports and plans created by institutions and professionals of the forest sector in a multifunctionality perspective with special reference to sustainable management of natural resources.
The course will prepare students to communicate and collaborate with forest sector practitioners and with a wide range of stakeholders also thanks to the focus on specific terms and concepts as well as on updated data relevant to the sector.
Finally, the students will be guided towards approaches and data sources relative to forest ecosystems that will contribute to their degree of independence in their study and career path.

Dublin Descriptors
1. Knowledge and understanding of forest ecosystems structure, composition, functions and dynamics at different spatial scales, from local to global; of the indicators of forest sustainable management; of common management strategies and treatments with special reference to the national context; of planning tools from the European to the local scale; of the conservation goals and measures for European forest habitats.
2. Applying knowledge and understanding to forest planning and to specific projects aimed at sustainability, biodiversity conservation, landscape enhancement and land protection.
3. Making judgements on reporting and planning documents created by institutions and practitioners of the forest sector by taking into account multifunctionality and a sustainable management of natural resources.
4. Communication skills with forest practitioners and a wide range of stakeholders after learning the specific language and d updated data relevant within the sector.
5. Lifelong learning skills: students will be guided towards an approach and specific data sources relative to forest ecosystems that will allow them to be autonomous in their learning and working path.

Educational objectives

Using as a problematic reference the two essays by John Dewey, The Unity of Science as a Social Problem and Experience and Education, the course aims to examine the characteristics, methodology and areas of intervention of experimental research in educational sciences and possibility to use research results in making educational policy decisions.The epistemological and methodological problems that arise in field research in the field of educational sciences will be examined with particular attention to research on the effectiveness of training systems in the transmission of language skills.
Specific attention will be paid to the evaluation of educational services in nurseries and early childhood education services with particular attention to the use of tools for observation and detection of the quality of services and the educational relationship.
Once the course is completed, the students will have acquired knowledge relating to the main themes of experimental pedagogy and will be able to know and understand general themes and problems relating to the fields of study of educational sciences. '' use of observation and survey tools, particularly in the contexts of nursery schools and services for early childhood and personal assistance (family homes, reception centers for minors, etc.). Students will acquire knowledge relating to the use of research and analysis methodologies with particular reference to the population made up of children in the 0-3 year range and of the different forms of educational documentation that can be used in the nursery. (Knowledge and understanding)
Through the attendance of the Experimental Pedagogy course, students will develop the ability to apply the knowledge and skills acquired and therefore to design and conduct small experimental researches, to build, validate and use evaluation and observation tools in particular intended for children in the age group. of 0-3 years. They will also be able to present the collected data so that they are accessible even to non-expert readers (Applying knowledge and understanding).
At the end of the course, students will be able to interpret information and be able to reflect on problems relating to the field of study, demonstrating that they have acquired a scientific attitude and possess critical and self-critical skills. Specifically, they will have matured particular attention to critical analysis in the context of infant-toddler centers and educational services for young children (under 3 years old) and their families (Making judgments)
Through the activity of study and reflection on the themes of experimental pedagogy, analysis of tools and models and methods of communication and dissemination of results, students will develop instrumental skills (writing, oral expression, computer science) in order to promote ability to know how to relate to others, identify oneself in one's job role and know how to work in a team (Communication skills).
A further and more general result expected at the end of the course is the ability to learn or possess the skills necessary to undertake subsequent studies with a high degree of autonomy, to integrate into the constantly evolving world of work and be an active part of society (Ability to learn -learning skills)

Educational objectives

Learning objectives
Acquisition of cognitive skills related to biodiversity analysis in natural and agro-ecosystems aimed at the identification and enhancement of rural systems at different scales (local, regional, national and international).
Dublin descriptors
1. knowledge and understanding of agro-biodiversity and of its relationships with biodiversity at different levels of biological organisation (genetic, taxonomic, ecosystem, landscape);
2. ability to applicate knowledge and understanding for the collection, processing, analysis and interdisciplinary integration of vegetation knowledge aimed at the recognition, classification and enhancement of rural systems at different scales;
3. critical and judgmental skills developed through participation in seminar activities and in-depth study of scientific articles selected by the lecturer;
4. ability to communicate what has been learnt through collective activities of argumentation and discussion of the scientific studies proposed;
5. ability to study autonomously using the knowledge of the basic theoretical models for the ecological analysis of rural landscapes, the assessment of their state of conservation and their valorisation, as well as of the main institutional and scientific sources of the basic and updated data relating to conventions and sector strategies.