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
teacher profile teaching materials
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 (Forewords and chapters 1 to 5).
- 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. The login codes will be communicated both during the lessons and on the professor's web page.
Programme
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.
Core Documentation
- B. Vertecchi, G. Agrusti, B. Losito, "Origini e sviluppi della ricerca valutativa", Milano, FrancoAngeli, 2010.- C. Angelini, E. Manetti (a cura di), "Imparare a scrivere a mano", Epsylon, 2018 (Forewords and chapters 1 to 5).
- 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. The login codes will be communicated both during the lessons and on the professor's web page.
Type of delivery of the course
his course is held mainly in class, though there will be some compulsory online learning units.Type of evaluation
Students will have to pass an oral exam that will be organised on the online platform Teams. teacher profile teaching materials
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.
Zuliani, A. (1976). Statistica per la ricerca educativa. SEI.
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:
Corda Costa, M., Vertecchi, B., & Visalberghi, A. (1975). Orientamenti per la sperimentazione didattica.
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.
Programme
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 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.
Core Documentation
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.
Zuliani, A. (1976). Statistica per la ricerca educativa. SEI.
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:
Corda Costa, M., Vertecchi, B., & Visalberghi, A. (1975). Orientamenti per la sperimentazione didattica.
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.
Reference Bibliography
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., La qualità della didattica nella scuola dell’infanzia. La scala di valutazione PraDISI, Milano, F. Angeli 2013. 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 ID 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. 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., Manuale della valutazione. Analisi degli apprendimenti e dei contesti, Milano, F. 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 1993Type of delivery of the course
During the lessons, students will be involved in activities that will allow them to turn into practice what they have learnt and to receive immediate feedback from the professor. The online activity will be titled “How To Evaluate Structured Tests” the workshop is organized into five didactic units, each of which focuses on a specific argument. At the end of every unit, two tests will be handed to the students to administer: one multiple choice test and one fill in blanks test. A correction message will be sent to the student in real time. The summary seminar represents a chance to follow-up and discuss the theoretical arguments.Attendance
The course consists of a cycle of lessons that will take place in the first semester. There will be methods of carrying out study and laboratory activities at a distance for students who are not able to participate in the meetings. Lessons attendance is not mandatory.Type of evaluation
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. Summarise assessment: as regards the final evaluation, the examination shall include an oral final test to be taken by all applicants.