The course is aimed at acquiring the basic theoretical and methodological principles of Experimental Pedagogy. The course aims, in particular at mastering the concepts and procedures that characterize the empirical research in the educational field. The knowledge of the main techniques of data collection and analysis, are essential training elements for the exercise of teaching professionalism.

Specifically, the course aims to promote the following specific educational objectives in the student:

· Know how to distinguish the main types of pure research and applied research;

· Knowing how to properly use the language of experimental research;

· Know how to distinguish and design the different phases of the research;

· Know how to use the measurement scales;

· Knowing how to choose the most appropriate research methodologies, depending on the object and hypothesis of the survey;

· Know how to build experimental designs;

· Know how to predict the main sources of error;

· Know how to implement a sampling;

· Know how to check the validity and reliability of the investigative tools;

· Know how to build the main survey techniques and tools (observations, questionnaire, interviews, focus groups, case studies, etc.);

· Knowing how to organize data collected in a data matrix;

· Know how to build a research report.

The course aims to address the main themes of field research in education through the scientific paradigm of Experimental Pedagogy. After a first introduction of a more epistemological nature, we will introduce concepts and methodological principles of educational research. Much space will be devoted to the analysis of concrete examples of empirical research (conducted both in the scholastic world and in the extracurricular world) and specific investigation tools. In particular, the research will be an important starting point to reflect with the students on:

· Difference between observational research and experimental research;

· The qualitative and quantitative models of research in education;

· The phases of empirical and experimental research;

· The importance of explorative-qualitative research in education and in teaching practice;

· Research tools and procedures that can be used in schools.

None. However, it is advisable for both attending students and non-attending students to undertake the study of experimental pedagogy, after acquiring the basic knowledge of general pedagogy and general teaching.

Knowledge and understanding (knowledge and understanding).

· Knowledge of the main lines of the epistemological debate in the field of experimental pedagogy with particular reference to its constitutive elements (problems and methods) and to relations with other educational sciences;

· Ability to distinguish and compare the fundamental characteristics of the theoretical and methodological approaches of quantitative and qualitative empirical research in education.

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

Teaching

The teaching will be structured on two days a week.

The first day will always be based on a frontal lesson (during which, in any case, students will be asked to reflect together with the teacher on specific nodes of the discipline).

On the second day, workshops will always be dedicated, during which students will have the opportunity to define a research project.

Attendance

The course does not include any obligation to attend. However, it is advisable for both attending students and non-attending students to undertake the study of experimental pedagogy, after having acquired the basic knowledge of general pedagogy and general teaching.

Course books

The reference texts of the course and object of the final exam are:

· Lucisano P., Salerni A., Methodology of research in education and training, Carocci, Rome, 2012, pp. 392.

. D'Ugo R., Marani G. (2020), Le pratiche collaboratorive per la sperimentazione e l'innovazione scolastica, FrancoAngeli, Milano, pp. 192.

. Baldacci M., Frabboni F. (ed.), Manual of methodology of educational research, Utet, chapter 2 - 3 - 6.

It is specified that the texts must be studied in full. The slides discussed in class and related to the main topics of the course will be available on the Moodle platform.

Assessment

The expected learning outcomes will be evaluated through a written test which includes three open questions. The time available to answer the proposed questions is 2 hours.

The evaluation criteria are: the level of mastery of knowledge, the degree of articulation of the response, the level of mastery in the knowledge and application of the different research methodologies.

Each of the criteria is assessed on the basis of a four-level scale of values / judgments. Particular weight is assigned to the first two criteria. The criterion relating to the application of research methodologies constitutes a further appreciable requirement.

The vote of the written test is expressed in thirtieths.

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.

Teaching

Non-attending students are invited to consult the educational material uploaded on Moodle (slides discussed in class, examples of educational research, types of detection tools, etc.) through which it will be possible to study the volumes indicated in the section " study".

It is also advisable to try to compile the "research protocol" format starting from a research interest.

Attendance

No.

Course books

·  Lucisano P., Salerni A., Metodologia della ricerca in educazione e formazione, Carocci, Roma, 2012, p. 392.

·       D'Ugo R., Marani G. (2020), Le pratiche collaboratorive per la sperimentazione e l'innovazione scolastica, FrancoAngeli, Milano, pp. 192.

-       Baldacci M., Frabboni F. (a cura di), Manuale di metodologia della ricerca educativa, Utet, capitolo 2 - 3 - 6.

Assessment

The expected learning outcomes will be evaluated through a written test which includes three open questions. The time available to answer the proposed questions is 2 hours.

The evaluation criteria are: the level of mastery of knowledge, the degree of articulation of the response, the level of mastery in the knowledge and application of the different research methodologies.

Each of the criteria is assessed on the basis of a four-level scale of values / judgments. Particular weight is assigned to the first two criteria. The criterion relating to the application of research methodologies constitutes a further appreciable requirement.

The vote of the written test is expressed in thirtieths.

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.