Dove la pelle racconta: l’unicità come forma della natura. Una sperimentazione didattica sulla trattazione dell'apparato tegumentario in classe quinta primaria.

The thesis investigates how science teaching in primary school can combine disciplinary understanding, motivation and inclusion, using the integumentary system as a 'bridge' between identity and biodiversity. There are three research objectives: methodological, content-related and cognitive. Methodologically: to compare active laboratory teaching (cooperative learning, STEM technologies, authentic tasks, formative assessment) with a transmissive approach. In terms of content: to explore human and animal skin to promote knowledge and respect for differences, in line with Goals 3 and 10 of the 2030 Agenda. In terms of cognition: to identify the practices and sources of primary school teachers through a questionnaire in schools in the Veneto region. The empirical design involved two fifth-year classes at the 'A. Locatelli' primary school (Borgoricco, PD): one followed a workshop-based approach, the other a more theoretical approach based on textbooks and compact lectures. The pre- and post-surveys assessed basic knowledge, interest and scientific curiosity. The results show that the workshop format supports motivation, participation and the integration of meanings (function of the integument, identity, variability), while lectures ensure clarity, precise vocabulary and efficiency in a limited time frame. The questionnaire for teachers outlines an 'unfinished' transition: the textbook is now one support among others, but remains central; images are underused; personalisation is declared, but diversity is only addressed episodically in science. The conclusions propose operational paths to make inclusive and scientifically based practices systematic.

This thesis examines how science education in primary school can combine disciplinary understanding, motivation, and inclusion by using the integumentary system as a pedagogical “bridge object” between identity and biodiversity. The research objectives are threefold: methodological, content-related, and knowledge-oriented. Methodologically, it compares an active, laboratory-based approach (cooperative learning, STEM-oriented technologies, authentic tasks, formative assessment) with a more transmissive approach. In terms of content, it explores human and animal skin to promote scientific knowledge and respect for differences, in line with Agenda 2030—SDGs 3 and 10. On the knowledge side, it surveys practices and sources used by primary teachers through a questionnaire administered in schools across Veneto. The empirical design involved two fifth-grade classes at “A. Locatelli” Primary School (Borgoricco, Padua). One class followed the laboratory pathway; the other, a more content-driven pathway anchored to the textbook and compact lectures. Pre–post measures considered baseline knowledge, interest, and scientific curiosity. Findings indicate that the laboratory format supports motivation, participation, and the integration of meanings (function of the skin, identity, variability), while frontal lessons ensure clarity, precise terminology, and time efficiency. The teacher questionnaire portrays an “incomplete transition”: the textbook is now one tool among others, yet remains central; images are underused; personalization is declared, but diversity is treated in science only episodically. The conclusions outline practical directions to make inclusive, scientifically grounded practices more systematic.