The course aims to provide the conceptual and operational tools for the development of decision-making and critical thinking skills in relation to the transmission and management of knowledge in formal and non-formal contexts.

Specifically, the course aims to promote the following learning objectives

• Knowledge of educational issues related to knowledge transmission in formal and non-formal contexts.
• Understanding of the role of epistemic cognition, critical thinking and decision making for the professional development of the educator in socio-pedagogical and cultural contexts. 
• Understanding of the formative value of research practice for the development of epistemic, critical and decision-making competences.
• Capacity for critical analysis of the epistemic needs of the social and cultural context in which one works.
• Ability to make decisions in relation to the design of activities consistent with the identified epistemic needs.

The programme addresses the following topics

• Information disorder as an educational emergency in the knowledge society
• The role of epistemic cognition in educating critical thinkers and responsible decision-makers
• Critical thinking and argumentation
• Decision making in education
• Intuitive thinking and analytical (critical) thinking in the decision-making process of the teacher/educator
• The research habitus in education: epistemic, critical and decision-making skills
• Epistemic doubt and falsificationism
• The forms of scientific reasoning
• Fallacies of reasoning
• Types of empirical research in education
• Analysis of some examples of empirical research in education

None

Knowledge and understanding:

At the end of the course, the student should know the basics of epistemic cognition, critical thinking and decision making and understand their importance as educational goals; know the characteristics of intuitive thinking and analytical thinking and their different functions in education; know the main forms of correct reasoning and the most common fallacies; know the cognitive biases that can undermine teacher/educator decision-making processes; know the different forms of empirical research in education and the limits of validity of the knowledge produced.

Applying knowledge and understanding

By the end of the course, the student will have to demonstrate the ability to distinguish between unfounded opinions and evidence-supported knowledge produced by valid forms of educational research; to critically analyse one's own and others' arguments and identify any fallacies; to distinguish rational decisions from stereotype-driven choices in education; and to design activities aimed at developing epistemic, critical and decision-making skills.

Making judgements:

At the end of the course the student will have to demonstrate the ability to evaluate the appropriateness of educational choices aimed at the promotion of epistemic, critical and decision-making competences; critically evaluate one's own epistemic habits; evaluate the soundness of arguments in the educational field; evaluate decisions in the educational field recognising pros and cons. 

Communication skills:

At the end of the course, the student will be able to clearly express the course content by explaining its meaning; communicate through the use of discipline-specific language; articulate and coherently argue epistemological and pedagogical choices related to knowledge transmission processes.

Learning skills:

At the end of the course the student will have to demonstrate autonomy in the reading of study materials related to the course; the ability to independently search for information by assessing the authority of sources.

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

Formative assessment tests are provided during the course to enable students to evaluate the degree of their own preparation. These tests are intended as self-assessment tests (with answer key) and will be available within the Moodle platform› blended.uniurb.it

Teaching

The course includes multi-modal lectures and structured activities.

Innovative teaching methods

Some topics of the course will be covered following the practice of 'debate' and 'flipped classroom'.

Attendance

Attendance at the course is not compulsory. 

For a better understanding of the course content, it is advisable to have acquired basic knowledge of General Pedagogy and General Didactics.

Course books

De Blasio, E., & Sorice, M. (2023). Il disordine informativo e l'odio in rete. Democrazia a rischio. H-ermes. Journal of Communication, 2023(23), 217-243 (available on the Moodle platform ' https://blended.uniurb.it).

T. Piazza, M. Croce (2019). Epistemologia delle fake news. Sistemi intelligenti, 31(3), pp. 439-468 (available on the Moodle platform ' https://blended.uniurb.it).

L. Pastore, S. Dellantonio, R. Job (2019). Il critical thinking e l’arte di ragionare bene. Giornale italiano di psicologia, 46(4), pp. 877-886 (available on the Moodle platform ' https://blended.uniurb.it).

Rubinelli, S., Diviani, N., & Fiordelli, M. (2020). Le caratteristiche del pensiero criitico e l'argomentazione. In Pensiero critico e disinformazione: un problema contemporaneo. Carocci editore, pp. 87-103 (available on the Moodle platform ' https://blended.uniurb.it).

M. Baldacci (2015). La buona scuola nasce dal pensiero critico, intervista di Carlo Crosato a Massimo Baldacci, 2015, online , pp. 1-5 (available on the Moodle platform ' https://blended.uniurb.it).

M. Tombolato (2020). Il ruolo della pratica della ricerca nello sviluppo delle competenze di decision making degli insegnanti, in R. D'Ugo  G. Marani (ed.), Le pratiche collaborative per la sperimentazione e l'innovazione scolastica. Franco Angeli, Milano, pp. 150-184.

C. Coggi, & P. Ricchiardi. (2005). La ricerca in educazione. In C. Coggi, & P. Ricchiardi, Progettare la ricerca empirica in educazione. Carocci, Roma, pp. 19-30 (available on the Moodle platform ' https://blended.uniurb.it).

Assessment

Learning objectives are verified through a written examination consisting of three open-ended questions. The duration of the test is 45 minutes.

The evaluation criteria are as follows:

• coherence and relevance of the answer in relation to the programme content;
• exhaustiveness of the answer;
• adequacy of the disciplinary language used.

Each of the criteria is assessed on the basis of a four-level value/judgement scale with equal weight assigned to each criterion.

Equal weight is assigned to each criterion. The final evaluation 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

Those unable to attend class lectures will study on their own according to the program outlined in this vademecum and taking into account the files available on the platform Moodle › https://blended.uniurb.it.

Attendance

Attendance at the course is not compulsory. 

For a better understanding of the course content, it is advisable to have acquired basic knowledge of General Pedagogy and General Didactics.

Course books

De Blasio, E., & Sorice, M. (2023). Il disordine informativo e l'odio in rete. Democrazia a rischio. H-ermes. Journal of Communication, 2023(23), 217-243 (available on the Moodle platform ' https://blended.uniurb.it).

T. Piazza, M. Croce (2019). Epistemologia delle fake news. Sistemi intelligenti, 31(3), pp. 439-468 (available on the Moodle platform ' https://blended.uniurb.it).

L. Pastore, S. Dellantonio, R. Job (2019). Il critical thinking e l’arte di ragionare bene. Giornale italiano di psicologia, 46(4), pp. 877-886 (available on the Moodle platform ' https://blended.uniurb.it).

Rubinelli, S., Diviani, N., & Fiordelli, M. (2020). Le caratteristiche del pensiero criitico e l'argomentazione. In Pensiero critico e disinformazione: un problema contemporaneo. Carocci editore, pp. 87-103 (available on the Moodle platform ' https://blended.uniurb.it).

M. Baldacci (2015). La buona scuola nasce dal pensiero critico, intervista di Carlo Crosato a Massimo Baldacci, 2015, online , pp. 1-5 (available on the Moodle platform ' https://blended.uniurb.it).

M. Tombolato (2020). Il ruolo della pratica della ricerca nello sviluppo delle competenze di decision making degli insegnanti, in R. D'Ugo  G. Marani (ed.), Le pratiche collaborative per la sperimentazione e l'innovazione scolastica. Franco Angeli, Milano, pp. 150-184.

C. Coggi, & P. Ricchiardi. (2005). La ricerca in educazione. In C. Coggi, & P. Ricchiardi, Progettare la ricerca empirica in educazione. Carocci, Roma, pp. 19-30 (available on the Moodle platform ' https://blended.uniurb.it).

Assessment

Learning objectives are verified through a written examination consisting of three open-ended questions. The duration of the test is 45 minutes.

The evaluation criteria are as follows:

• coherence and relevance of the answer in relation to the programme content;
• exhaustiveness of the answer;
• adequacy of the disciplinary language used.

Each of the criteria is assessed on the basis of a four-level value/judgement scale with equal weight assigned to each criterion.

Equal weight is assigned to each criterion. The final evaluation 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.

For updates and information on the course and the support and in-depth materials prepared by the lecturer, it is recommended to systematically visit the course page on the Moodle platform ' blended.uniurb.it.