After completing the course, the / a student can:

- Know the main lines of the epistemological debate within the Experimental Pedagogy;

- Distinguish and compare between them the fundamental characteristics of the theoretical and methodological approaches of quantitative and qualitative empirical research in education;

- Recognize the key stages of the empirical and experimental research;

- Analyze the characteristics of certain instruments and research procedures used in schools, such as the questionnaire, the interview, the attitude scales, grids of direct observation, evidence of assessment of learning;

- Read and interpret the results of empirical research conducted in schools;

- Analyze and critically evaluate - in their methodological fundamentals - empirical research conducted in schools.

The course aims to address some specific issues of field research in education through the scientific paradigm of the Experimental Education.

Also through the analysis of empirical research, in particular on teachers, and some specific research tools, students will have the opportunity to know:

- The differences between observation research and experimental research;

- Models of qualitative and quantitative research in education;

- Stages of empirical research and the importance of research sperimentale- exploratory-qualitative education and teaching practice;

- Some instruments and research procedures used in schools.

In relation to the student discipline:

- show the possession of the mastery of basic knowledge related to the main lines of the epistemological debate within the experimental pedagogy with particular reference to its constituent elements (problems and methods) and to relations with the other educational sciences; the characteristics of the theoretical and methodological approaches of quantitative and qualitative empirical research in education;

- show an understanding of the concepts and theories provided by the course; It must recognize the fundamental stages of the empirical and experimental research; You must be able to analyze the characteristics of some survey instruments and possible research procedures in schools, such as the questionnaire, the interview, the attitude scales, the direct observation grids, learning evaluation tests;

- show the possession of the ability to use knowledge and concepts that allow to reason according to the specific logic of the discipline. It must be able, in particular, to identify appropriate research methodologies to the context, to simulate research surveys, to be able to envisage research hypotheses and deal with problematic educational applications.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Textbooks supported by material distributed in the courtroom and charged material in blended learning . The course is discussed with the teacher of the Laboratory of Experimental Education , in order to enable students to take advantage of multiple opportunities for experimentation.

Teaching

Lectures and workshops

Attendance

Nobody.

Course books

Baldacci M., Frabboni F. (a cura di), Manuale di metodologia della ricerca educativa, Utet, 2013.

Lucisano P., Salerni A., Metodologia della ricerca in educazione e formazione, Carocci, Roma, 2012.

Assessment

Open rehearsal writing ( short essay , theme ... ) as it seeks to establish the ability to use knowledge and concepts that allow to reason according to the specific logic of the discipline , to identify appropriate research methodologies to the context , to simulate research surveys , to know how prospect research hypotheses and deal with problematic educational applications.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Course books

Baldacci M., Frabboni F. (a cura di), Manuale di metodologia della ricerca educativa, Utet, 2013.

Lucisano P., Salerni A., Metodologia della ricerca in educazione e formazione, Carocci, Roma, 2012.

Assessment

Open rehearsal writing ( short essay , theme ... ) as it seeks to establish the ability to use knowledge and concepts that allow to reason according to the specific logic of the discipline , to identify appropriate research methodologies to the context , to simulate research surveys , to know how prospect research hypotheses and deal with problematic educational applications.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.