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.
teacher profile teaching materials
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.
Programme
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
Core Documentation
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.
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., 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 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. In the case of an extension of the health emergency by COVID-19 all the provisions that regulate the way in which teaching activities and student evaluation are carried out will be implemented. In particular, the following modalities will be applied: lessons and exams both at distance on University platform.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. Summative assessment: as regards the final evaluation, the examination will include a multiple-choice test taken by all applicants. In the case of an extension of the health emergency by COVID-19 all the provisions that regulate the way in which teaching activities and student evaluations are carried out will be implemented. In particular, the following modalities will be applied: lessons and oral both at distance on University platform. teacher profile teaching materials
They will be topics of the course:
- Research-action: Kurt Lewin's proposal and its evolutions
- epistemological and methodological issues of action-research
- some main search-intervention models
- the role of the researcher and forms of participation
- what social change means and how to trigger it
- complexity of educational research in 'natural' social processes
- problems and perspectives with respect to the validity of the data in the action-research/research-intervention
- social change and its educational implications
- action-research in informal, non-formal and formal educational contexts.
- Colazzo-Manfreda, La comunità come risorsa. Epistemologia, metodologia e fenomenologia dell'intervento di comunità. Un approccio interdisciplinare, Armando editore, Roma 2019. Chapters: Capitolo Sesto.
Programme
The course intends to deepen a specific field of research methodology in experimental pedagogy which is the one related to action-research and research-intervention. It will start with action-research as formulated by its creator Kurt Lewin and then go on to review the main evolutions and declinations that it has taken on over time, which are collected under the vast and general hat of 'research-intervention'. The main methodological aspects that characterize the different models and their relation to socio-educational interventions that are oriented towards change will be explored.They will be topics of the course:
- Research-action: Kurt Lewin's proposal and its evolutions
- epistemological and methodological issues of action-research
- some main search-intervention models
- the role of the researcher and forms of participation
- what social change means and how to trigger it
- complexity of educational research in 'natural' social processes
- problems and perspectives with respect to the validity of the data in the action-research/research-intervention
- social change and its educational implications
- action-research in informal, non-formal and formal educational contexts.
Core Documentation
- Colucci-Colombo-Montali, La ricerca-intervento. Prospettive, ambiti e applicazioni, Il Mulino, Bologna 2008. Chapters: I-II-III-IV- Colazzo-Manfreda, La comunità come risorsa. Epistemologia, metodologia e fenomenologia dell'intervento di comunità. Un approccio interdisciplinare, Armando editore, Roma 2019. Chapters: Capitolo Sesto.
Type of delivery of the course
Provision of online lessons, exercises and in-depth materials through the platform: sdeonline.uniroma3.itType of evaluation
The evaluation will take place through an oral test consisting of an interview aimed at verifying the acquisition of the concepts and the possession of the knowledge on the methods and the main issues related to the detection and validity of the data. --- In the case of an extension of the health emergency by COVID-19 all the provisions that regulate the way in which teaching activities and student evaluation are carried out will be implemented. In particular, the following arrangements will apply: evaluation by oral test.