Educators:
The course aims to provide students with the conceptual and procedural tools of research in education. The first part will illustrate the historical and theoretical foundations of experimental pedagogy, the procedures for defining the areas of intervention, the methodologies and tools for collecting and analyzing data. In the second part, the discipline will be deepened through the study of a research project, whose phases will be examined also in the light of the theoretical assumptions illustrated in the first part of the course. The seminar will be dedicated to the reading and commentary of an educational classic.
With the study of Experimental Pedagogy, the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- acquire the basic concepts of experimental pedagogy;
- to learn the theoretical and methodological foundations of empirical investigation.
In terms of ability to apply knowledge and understanding:
- Identify the specific areas of quantitative and qualitative research;
- define a research problem;
- formulating hypotheses.
In terms of autonomy of judgement:
- to formulate autonomous judgments deriving from the interpretation of research results.
In terms of communication skills:
- Explain the results of the research to specialists and non-specialists.
In terms of learning ability:
- Study autonomously models and procedures for research in education.
Trainers:
The course aims to provide students with the conceptual and procedural tools of research in education. The first part will illustrate the historical and theoretical foundations of experimental pedagogy; the procedures for the definition of the areas of intervention, the methodologies and tools for data collection and analysis. In the second part, the discipline will be deepened through the study of a research project, whose phases will be examined also in the light of the theoretical assumptions illustrated in the first part of the course. The seminar will be dedicated to the reading and commentary of an educational classic.
With the study of Experimental Pedagogy, the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- acquire the basic concepts of experimental pedagogy;
- to learn the theoretical and methodological foundations of empirical investigation.
In terms of ability to apply knowledge and understanding:
- Identify the specific areas of quantitative and qualitative research;
- define a research problem;
- formulating hypotheses.
In terms of autonomy of judgement:
- to formulate autonomous judgments deriving from the interpretation of research results.
In terms of communication skills:
- Explain the results of the research to specialists and non-specialists.
In terms of learning ability:
- Study autonomously models and procedures for research in education.
Curriculum
scheda docente
materiale didattico
The course main objective is to teach students the theoretical and procedural aspects of research in education. Hence, the first part of the course will focus on the historical and theoretical bases of experimental education from the origin until now; on the procedures for defining the research field, the methods and the data collecting tools, the data analysis. In the second part, through the study of research activities, the concepts will be turned into practice.
The seminar is an integral part of the course, and will be devoted to reading and commenting on a classical text on education.
The whole course (lessons + seminar) is worth 9 ECTS.
- C. Angelini, E. Manetti (a cura di), "Imparare a scrivere a mano", Epsylon, 2018 (available from November 2018).
- J. Dewey, "Le fonti di una scienza dell'educazione". A copy of this text will be available for students to download.
In order for students to pass the exam, it is necessary to study also the materials that will be available on http://formonline.uniroma3.it/, in the private area.
Programma
Experimental Education is a course for the students of Educational Studies and is composed of a basic course (36 hours of lessons) and a seminar (18 hours of lesson).The course main objective is to teach students the theoretical and procedural aspects of research in education. Hence, the first part of the course will focus on the historical and theoretical bases of experimental education from the origin until now; on the procedures for defining the research field, the methods and the data collecting tools, the data analysis. In the second part, through the study of research activities, the concepts will be turned into practice.
The seminar is an integral part of the course, and will be devoted to reading and commenting on a classical text on education.
The whole course (lessons + seminar) is worth 9 ECTS.
Testi Adottati
- G. Benvenuto, "Stili e metodi della ricerca educativa", Roma, Carocci, 2015.- C. Angelini, E. Manetti (a cura di), "Imparare a scrivere a mano", Epsylon, 2018 (available from November 2018).
- J. Dewey, "Le fonti di una scienza dell'educazione". A copy of this text will be available for students to download.
In order for students to pass the exam, it is necessary to study also the materials that will be available on http://formonline.uniroma3.it/, in the private area.
Modalità Erogazione
Should the Covid-19 emergency be prolonged, the course organisation will be restructured according to the situation and, if necessary, all the activities will be conducted through online platforms.Modalità Frequenza
Five hours a week, usually in one single day.Modalità Valutazione
The final exam will be a multiple choice test, lasting 60 minutes, and composed of 60 questions concerning the whole programme and broken down as follows: - 8 questions on M. Laeng, Pedagogia sperimentale, Firenze, La Nuova Italia, 1992; - 7 questions on P. Corbetta, Metodologia e tecniche della ricerca sociale, Bologna, il Mulino, 1999; - 15 questions on G. Benvenuto, Stili e metodi della ricerca educativa, Roma, Carocci, 2015; - 15 questions on C. Angelini, E. Manetti (a cura di), Imparare a scrivere a mano, Epsylon, 2018; - 15 questions on John Dewey, Le fonti di una scienza dell’educazione. There will be no oral exam. Formative assessment: Every week, students will be involved in cooperative research and study activities. Such activities will be observed and scored by the professor and considered as part of the final examination. Warning: in case the esam is not completed within the winter session (January or February), the score obtained in the formative assessment will no longer be valid and students will have to take the whole examination.
scheda docente
materiale didattico
Part of the course programme is dedicated to early childhood and applications to educational contexts for children.
Laeng, M. (1992). Pedagogia sperimentale. Nuova Italia. (up to page 54)
Dewey, J., Gabrieli, M. T., & Borelli, L. (1951). Le fonti di una scienza dell'educazione. La Nuova Italia. (seminar reading)
Trinchero R. (2004). I metodi della ricerca educativa, Bari, Laterza.
Agrusti, F. (2014) I dati valutativi italiani dal 1971 ad oggi. Roma: Nuova Cultura. (from page 37 to page 60) (a PDF version is available)
Please note that the mandatory readings must be studied entirely unless otherwise indicated. The slides discussed in class and related to the main topics of the course will be available on the e-learning platform.
Further readings:
Zuliani, A. (1976). Statistica per la ricerca educativa. SEI.
Corda Costa, M., Vertecchi, B., & Visalberghi, A. (1975). Orientamenti per la sperimentazione didattica.
Meirieu, P. (2007). Frankenstein educatore. Azzano San Paolo (BG: Junior).
Please note that further readings are not mandatory. However, it is advisable for both attending students and non-attending students to undertake the study of these didactic materials.
Considering the different topics covered in the lessons, the lecturer will provide, as a stimulus and aid to study, handouts, articles, essays and research reports on the course website.
Programma
The course aims to develop students’ understanding of key concepts and basic principles of experimental educational research design and methodology, considering its ethical implications and reflecting on its philosophical underpinnings and quality. Students will be introduced to the main experimental research designs in the pedagogical field, to the construction of structured tests, to the use of educational technologies and to the main national and international surveys on education. The first part will illustrate the historical and theoretical foundations of experimental pedagogy, the procedures for defining the areas of intervention, the methodologies and tools for collecting and analyzing data. In the second part, the discipline will be deepened through the study of a research project, whose phases will be examined also in the light of the theoretical assumptions illustrated in the first part of the course. The distance learning part of the course requires the study of an excerpt from the book "I dati valutativi italiani dal 1971 ad oggi" (Italian evaluation data from 1971 to the present day), which presents a three-year study of Italy's assessment data in the main international surveys. The proposed extract presents the International Association for the Evaluation of Educational Achievement (IEA) and the Organization for Economic Co-operation and Development (OECD) as well as the most important international surveys considered. The seminar will be dedicated to the reading and commentary of an educational classic.Part of the course programme is dedicated to early childhood and applications to educational contexts for children.
Testi Adottati
Mandatory readings:Laeng, M. (1992). Pedagogia sperimentale. Nuova Italia. (up to page 54)
Dewey, J., Gabrieli, M. T., & Borelli, L. (1951). Le fonti di una scienza dell'educazione. La Nuova Italia. (seminar reading)
Trinchero R. (2004). I metodi della ricerca educativa, Bari, Laterza.
Agrusti, F. (2014) I dati valutativi italiani dal 1971 ad oggi. Roma: Nuova Cultura. (from page 37 to page 60) (a PDF version is available)
Please note that the mandatory readings must be studied entirely unless otherwise indicated. The slides discussed in class and related to the main topics of the course will be available on the e-learning platform.
Further readings:
Zuliani, A. (1976). Statistica per la ricerca educativa. SEI.
Corda Costa, M., Vertecchi, B., & Visalberghi, A. (1975). Orientamenti per la sperimentazione didattica.
Meirieu, P. (2007). Frankenstein educatore. Azzano San Paolo (BG: Junior).
Please note that further readings are not mandatory. However, it is advisable for both attending students and non-attending students to undertake the study of these didactic materials.
Considering the different topics covered in the lessons, the lecturer will provide, as a stimulus and aid to study, handouts, articles, essays and research reports on the course website.
Bibliografia Di Riferimento
AA.VV., Valutare gli alunni, gli insegnanti, la scuola, Brescia, La Scuola 1993 Baldacci M., Frabboni F. (a cura di), Manuale di metodologia della ricerca educativa, Utet. Barber J.M., La evaluación en los procesos de formación, Madrid, MEC/Paídos Ibérica 1993 Boncori G., Guida all'osservazione pedagogica, Brescia, La Scuola 1994 Bottani N.- Cenerini A.(a cura di), Una pagella per la scuola, Trento, Erickson 2003ICHTNER M., Valutare l'apprendimento. Teorie e metodi, Milano, F. Angeli 2004 Castoldi M., Autoanalisi d'Istituto, Napoli, Tecnodid 2002 Castoldi M., Portfolio a scuola, Brescia, La Scuola, 2005 Castoldi M., Qualità a scuola, Roma, Carocci 2005 Castoldi M., Scuola sotto esame, Brescia, La Scuola 2000 Cesareni, D. e Pascucci M. (2004) Pedagogia e scuola, Roma: Carocci. Coggi C. - Notti A. M. et al., Docimologia, Lecce, Pensa MultiMedia 2002 Corda Costa, M., Vertecchi, B., & Visalberghi, A. (1975). Orientamenti per la sperimentazione didattica. Cousins J.B. - Earl L.M. (a cura di), Participatory evaluation in education, London, The Falmer Press 1995 D'Ugo R., Lupi A., Valutare la qualità delle scuole e dei docenti nel metodo Montessori, ZeroSeiUp, 2017. Dewey J. (1938) Esperienza e educazione. Milano: Raffaello Cortina, 2014. Domenici G., Gli strumenti della valutazione, Napoli, Tecnodid 1991 Domenici G., Manuale della valutazione scolastica, Roma-Bari, Laterza 2001 Fraccaroli F. - Vergani A., Valutare gli interventi formativi, Roma, Carocci 2004 Frigani P. - Bonazza V., Le prove oggettive di profitto. Strumenti docimologici per l'insegnante, Roma, Carocci 2003 Gatti R., Che cos'è la pedagogia sperimentale, Carocci, Roma, 2002. Hadji C., La valutazione delle azioni educative, Brescia, La Scuola 1995 Domenici G (a cura di), Le prove semistrutturate di verifica dell'apprendimento, Torino, UTET, 2005 Intrieri L., Le prove oggettive nella valutazione scolastica, Brescia, La Scuola 1997 Laeng, M. (1992). Pedagogia sperimentale. Nuova Italia. Lucisano P., Salerni A., Metodologia della ricerca in educazione e formazione, Carocci, Roma, 2012. Mialaret, G. (1965). Introduzione alla pedagogia sperimentale. Loescher. Montalbetti K., Manuale per la valutazione nelle pratiche formative. Metodi, dispositivi e strumenti, Milano, Vita e Pensiero 2011 OCSE, Valutare l'insegnamento, Roma, Armando 1994 Ottobre F. M. (ed.), The role of measurement and evaluation in education policy, Paris, UNESCO 1999 Passolunghi, M.C., De Beni R., I test per la scuola, Bologna, Il Mulino, 2001. Pellerey M., Le competenze individuali e il Portfolio, Milano, RCS 2004 Petracca C., Valutazione della scuola, Brescia, La Scuola 1996 Plessi P., Teorie della valutazione e modelli operativi, Brescia, La Scuola 2004 Ribolzi L. - Maraschiello A. - Vanetti R., L'autovalutazione nella scuola dell'autonomia, Brescia, La Scuola 2001 Riley K.A. - Nuttall D.L., Measuring Quality. Education Indicators, London-Washington D.C., The Falmer Press 1994 Stufflebem D.L. et al., Systematic Evaluation, Boston, Kluwer & Nijhoff 1985 Trinchero R., I metodi della ricerca educativa, Bari, Laterza, 2004. Varisco B.M., Metodi e pratiche della valutazione, Milano, Guerini 2000 Varisco B.M., Portfolio. Valutare gli apprendimenti e le competenze, Roma, Carocci 2004 Vertecchi B., Manuale della valutazione. Analisi degli apprendimenti e dei contesti, Milano, Angeli, 2003. Vertecchi B., Parole per la scuola, Milano, Angeli, 2012. Vertecchi B., Percorsi di ricerca educativa. Gli editoriali di Cadmo, Milano, Franco Angeli, 2014. Wragg E.C., An Introduction to classroom observation, London, Routledge 1993Modalità Erogazione
The course will consist of lectures and proposed activities that will allow students to put into practice the contents learned and to have an immediate confrontation with the teacher on the activities carried out. Distance learning activities are planned on the dedicated platform. For the purposes of self-assessment, self-assessment tests are reprinted to assist the student in understanding the text. There will also be a summary session at the end of the course, which will provide a further opportunity to explore and discuss the theoretical arguments and will be held at the end of the course to allow students to put forward their doubts and questions.Modalità Valutazione
Formative assessment: during the course lessons, structured tests will be administered (close tests or multiple choice ones). These tests will have no effect on the exam final score but will be used to adapt the teacher’s activity and to provide students with information on the adequacy of the preparation achieved. Even the activities of the laboratory will have intermediate tests that the students will use to self-assess themselves, receiving in real-time an individualized correction of any errors made. Summative assessment: as regards the final evaluation, the examination will include a multiple-choice test taken by all applicants.