The course aims to give knowledge and skills related to the methodologies and techniques of empirical research in the educational-teaching field in order to find the most appropriate and effective solutions to the problems that educators and trainers encounter in the context in which they operate and for the improvement of the quality of formal educational processes.
Knowledge and understanding
- Understand the role of educational research in setting the general lines of learning;
- Know the reference paradigms of research in education (quantitative approach and qualitative approach).
Applying knowledge and understanding
- Use different data collection techniques;
- Analyze, interpret and represent data.
Making judgements
- Build hypotheses for solving problems based on the theoretical framework adopted;
- Evaluate the impact of research results on educational contexts.
Communication skills
- Draw up a research report in a form that can be understood by teachers and educators;
- Simulate survey paths in groups.
Learning skills
- Acquire a professional approach based on research and informed by research;
- Be able to access the relevant scientific literature.
Knowledge and understanding
- Understand the role of educational research in setting the general lines of learning;
- Know the reference paradigms of research in education (quantitative approach and qualitative approach).
Applying knowledge and understanding
- Use different data collection techniques;
- Analyze, interpret and represent data.
Making judgements
- Build hypotheses for solving problems based on the theoretical framework adopted;
- Evaluate the impact of research results on educational contexts.
Communication skills
- Draw up a research report in a form that can be understood by teachers and educators;
- Simulate survey paths in groups.
Learning skills
- Acquire a professional approach based on research and informed by research;
- Be able to access the relevant scientific literature.
teacher profile teaching materials
- Unit 1: The reference paradigms of research in education (quantitative approaches and qualitative approaches).
- Unit 2: Experimental and non-experimental research.
- Unit 3: The phases of educational research.
- Unit 4: Gather, process and represent data.
- Unit 5: Check lists, questionnaires, interviews, structured and semi-structured tests, systematic grids of observation.
- Unit 6: Statistical samples.
- Unit 7: The relationship between educational research and teaching practice.
CORBETTA, P. (Seconda Edizione 2015). La ricerca sociale: metodologia e tecniche. I. I paradigmi di riferimento. BOLOGNA: IL MULINO
CORBETTA, P. (Seconda Edizione 2015). La ricerca sociale: metodologia e tecniche. III. Le tecniche qualitative. BOLOGNA: IL MULINO
Programme
The course aims to give knowledge and skills related to the methodologies and techniques of empirical research in the educational-teaching field in order to find the most appropriate and effective solutions to the problems that educators and trainers encounter in the context in which they operate and for the improvement of the quality of formal educational processes.- Unit 1: The reference paradigms of research in education (quantitative approaches and qualitative approaches).
- Unit 2: Experimental and non-experimental research.
- Unit 3: The phases of educational research.
- Unit 4: Gather, process and represent data.
- Unit 5: Check lists, questionnaires, interviews, structured and semi-structured tests, systematic grids of observation.
- Unit 6: Statistical samples.
- Unit 7: The relationship between educational research and teaching practice.
Core Documentation
LUCISANO, P. & SALERNI, A. (2002). Metodologia della ricerca in educazione e formazione. ROMA: CAROCCICORBETTA, P. (Seconda Edizione 2015). La ricerca sociale: metodologia e tecniche. I. I paradigmi di riferimento. BOLOGNA: IL MULINO
CORBETTA, P. (Seconda Edizione 2015). La ricerca sociale: metodologia e tecniche. III. Le tecniche qualitative. BOLOGNA: IL MULINO
Type of delivery of the course
The course includes 36 hours of lessons and workshops face-to-face.Type of evaluation
The final exam consists of an oral test aimed at verifying the level of knowledge and the ability to use knowledge and skills in real contexts.