The course aims to offer students the advanced theoretical and practical fundamental concepts related to the methods of pedagogical research in relation to different educational contexts, in particular by focusing on systematic observation and research methods of active schools.

The following topics will be addressed: the educational models and contexts of research; the epistemological and practical foundations of research; "learning by doing" in schools active from Dewey to the present day; the multiple potentialities of educational research in the school-laboratory: between experimental research and research-action, and research-action in the laboratory complexity; systematic observation in the educational field.

Knowledge and understanding (knowledge and understanding):

• Acquire theoretical and methodological knowledge with respect to research in the educational field in particular with regard to the distinction between classical experimental research and action-research, qualitative and quantitative cognitive paradigms, experimentalism and empiricism.
• Know some educational issues related to learning contexts in the history (past and present) of pedagogical activism.

Applied knowledge and understanding (applying knowledge and understanding):

• to be able to choose and compare the different instruments of observation and data collection in relation to the research paradigms considered most functional to the field of investigation
• analyze some pedagogical models through a historical and cultural perspective (traditional model, activism, distinction between East and West), and then relate them to research and different cognitive and explanatory paradigms.

Judgment autonomy (making judgements):

• elaborates in an autonomous and active way the theoretical contents
• can deal empirically with some important issues related to the complexity of educational phenomena and the different methodological models of research

Communication skills (communication skills):

• express clearly and critically the contents of the course, illustrating the meaning;
• communicate through the use of specific disciplinary language;
• Arguing on topics and problems characteristic of research methodology.

Learning skills (learning skills):

• use knowledge and concepts to reason according to the specific logic of the pedagogical discipline;  
• use knowledge and concepts to analyse novel situations and develop cutting-edge pedagogical actions; 
• identify strategies and solutions adapted to unexplored and emergency contexts;
• Move independently in the study of texts and materials provided.

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

The teaching material prepared by the teacher in addition to the recommended texts (such as slides, handouts, exercises, bibliography) and the teacher's specific teaching communications are available on the Moodle ' blended.uniurb.it platform.

Teaching

Frontal lecture; seminars; research groups; workshops; in-depth essays.

Course books

A. Bondioli (ed.), L'osservazione in campo educativo, Junior, Bergamo 2007. 

R. Travaglini, Il modello pedagogico attivista. Da Dewey ai nostri giorni, Aracne, Roma 2020.

Further bibliographical indications can be provided by the teacher during the lessons.

Teaching

Frontal lecture; seminars; research groups; workshops; in-depth essays.

Course books

A. Bondioli (ed.), L'osservazione in campo educativo, Junior, Bergamo 2007. 

R. Travaglini, Osservare i processi educativi. Strumenti e pratiche, ETS, Pisa (in corso di stampa).

R. Travaglini, Il modello pedagogico attivista. Da Dewey ai nostri giorni, Aracne, Roma 2020.

Further bibliographical indications can be provided by the teacher during the lessons.