The course will focus on the following topics: the basic concepts of experimentalism; the distinction between common sense propositions and scientific judgements; the critical revision of words and concepts of educational language; the definition of a problem; the formulation of hypotheses; the definition of paths of critical revision of hypotheses; the selection of paths for problem solving; the theoretical and methodological foundations of empirical research in the educational field; the theoretical, methodological and technical foundations of educational evaluation.
With the study of Experimental Pedagogy the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- knowledge and understanding of the basic concepts of experimentalism;
- knowledge and understanding of the theoretical and methodological foundations of empirical research in the field of education;
- knowledge and understanding of the theoretical, methodological and technical foundations of educational assessment.
In terms of ability to apply knowledge and understanding:
- to distinguish common sense propositions from scientific judgements;
- define a problem; formulate hypotheses;
- to establish pathways for the critical revision of hypotheses;
- select paths for the solution of problems.
In terms of autonomy of judgement:
- distinguish between different approaches to educational research;
- identify the strengths and weaknesses of the different methods used in educational research.
In terms of communication skills:
- critically review words and concepts of the educational language;
- define a problem;
- formulating hypotheses.
In terms of learning capacity:
- deepen their knowledge by using texts of a manualistic and scientific nature in the field.
With the study of Experimental Pedagogy the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- knowledge and understanding of the basic concepts of experimentalism;
- knowledge and understanding of the theoretical and methodological foundations of empirical research in the field of education;
- knowledge and understanding of the theoretical, methodological and technical foundations of educational assessment.
In terms of ability to apply knowledge and understanding:
- to distinguish common sense propositions from scientific judgements;
- define a problem; formulate hypotheses;
- to establish pathways for the critical revision of hypotheses;
- select paths for the solution of problems.
In terms of autonomy of judgement:
- distinguish between different approaches to educational research;
- identify the strengths and weaknesses of the different methods used in educational research.
In terms of communication skills:
- critically review words and concepts of the educational language;
- define a problem;
- formulating hypotheses.
In terms of learning capacity:
- deepen their knowledge by using texts of a manualistic and scientific nature in the field.
scheda docente
materiale didattico
Syllabus
- Introduction to the course
- Natural sciences and humanities sciences
- Origins and development of experimental pedagogy
- Epistemology of research
- Formulation of hypotheses
- Variables in humanities research
- Empirical research in education
- Research based on the data matrix
- Research by experiment
- Interpretive research
- Action research
- Case study
Laeng, M. (1992). Pedagogia sperimentale. Nuova Italia. (up to page 54 - PDF available on University platform)
Trinchero R. (2004). I metodi della ricerca educativa, Bari, Laterza.
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:
Asquini, G. (Ed.). (2018). La Ricerca-Formazione: Temi, esperienze e prospettive. FrancoAngeli.
Please note that the 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 in Experimental Pedagogy provides the student with the opportunity to reflect systematically and consciously on the educational actions implemented by her/him or by others, whether innovative or traditional. The course firstly offers an overview of the basic tools of educational research, aimed at the educator and trainer who want to design concrete research, based on questionnaires, evaluation tests, interviews, interviews and observation sessions, with the aim of gathering useful elements to evaluate the quality of the educational process both at the level of the class group and at the systemic level, questioning the effectiveness of the tools used. The course aims to develop students' understanding of the key concepts and basic principles of the design and methods of experimental educational research, considering its implications for informed decision-making and reflecting on its quality and ethical and philosophical underpinnings. Participants will be introduced to the main experimental research designs in education, the construction of objective evidence, how to use educational technologies and the main national and international surveys on education. In the first part, the historical and theoretical foundations of experimental pedagogy, the birth of the experimental human sciences, and the epistemology of experimental educational research will be explained. In the second part, the discipline will be deepened through the study of the basic tools of educational research, analysing proposals of real projects, the phases of which will also be examined in the light of the theoretical assumptions illustrated in the first part of the course.Syllabus
- Introduction to the course
- Natural sciences and humanities sciences
- Origins and development of experimental pedagogy
- Epistemology of research
- Formulation of hypotheses
- Variables in humanities research
- Empirical research in education
- Research based on the data matrix
- Research by experiment
- Interpretive research
- Action research
- Case study
Testi Adottati
Mandatory readings:Laeng, M. (1992). Pedagogia sperimentale. Nuova Italia. (up to page 54 - PDF available on University platform)
Trinchero R. (2004). I metodi della ricerca educativa, Bari, Laterza.
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:
Asquini, G. (Ed.). (2018). La Ricerca-Formazione: Temi, esperienze e prospettive. FrancoAngeli.
Please note that the 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 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. The duration of the examination is 90 minutes and consists of 60 multiple-choice questions with four answer options, only one of which is correct, with no penalty for error, and two open questions. (The part relevant for Prof. Agrusti's evaluation is the 60 multiple-choice questions) The criteria adopted for grading the marks will follow a normative and criterion-based allocation.