Unit METHODOLOGY OF EDUCATIONAL RESEARCH, OBSERVATION AND EVALUATION (CHILD 0-3)
- Course
- Sciences of education
- Study-unit Code
- A001012
- Curriculum
- Educatore professionale socio-pedagogico
- CFU
- 10
- Course Regulation
- Coorte 2022
- Offered
- 2023/24
- Type of study-unit
- Type of learning activities
- Attività formativa integrata
LABORATORY OF METHODOLOGY OF EDUCATIONAL RESEARCH, OBSERVATION AND EVALUATION (CHILD 0-3)
| Code | A001026 |
|---|---|
| CFU | 1 |
| Teacher | Maria Ermelinda De Carlo |
| Teachers |
|
| Hours |
|
| Learning activities | Base |
| Area | Discipline pedagogiche e metodologico-didattiche |
| Academic discipline | M-PED/04 |
| Type of study-unit | |
| Language of instruction | Italian |
| Contents | On the one hand, the workshop intends to raise awareness of an example of research in the educational field and at the same time create an opportunity to contribute concretely. The proposed research will be on the project "Green Books aloud for an ecological and cultural transition." The workshop aims to promote the method and potential of reading aloud in educational contexts and at the same time ecological skills. Students during the workshop will have the opportunity to work in groups to build a green bibliography. |
| Reference texts | Batini F. (2023). Lettura ad alta voce condivisa. Il Mulino. Carocci |
| Educational objectives | - Getting to know the read aloud method and its potential for mobilising green skills - Mapping a green competence construct - Participating in the process of building green bibliographies |
| Prerequisites | The course in Methodology of Educational Research, Observation and Evaluation is preparatory to the workshop. |
| Teaching methods | Active participation in the workshop and discussions; sharing of group work produced. |
| Other information | None |
| Learning verification modality | Active participation in the workshop and discussions; sharing of group work produced. |
| Extended program | The workshop aims to propose an immersive situation within a socio-educational research project. The research question is: can the practice of reading aloud, which as the scientific literature has shown over the years acts on various cognitive, linguistic and emotional-relational dimensions, and the power of ecologically themed narratives (green books) also produce effects on environmentally sustainable behaviors? Male and female students will be able to test and measure the effects of exposure to the plurality of stories on the development of an "ecological" mindset, capable of decoding contexts, predicting the future or rather possible futures, and imagining new scenarios and second chances for themselves and the planet. Reading aloud stories with an ecological theme has the power to activate reflective and metariflexive capacities; of control and structuring of reality; of identity construction; of empowerment. In stories and with stories that are green, or "colorful," there is a chance to turn imagination into action through creativity, to grasp the rules of the environment and its emotional, social and cultural opportunities. This means orienting to innovation and sustainability not only of the environment, but also of the self. Bibliographic proposals within the trainings are to be designed and constructed according to the criteria of bibliodiversity and progressiveness. Students will try their hand at constructing green bibliographies. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | The workshop aims to promote good practices to mobilise green skills in line with the 2030 Agenda goals related to environmental sustainability. |
METHODOLOGY OF EDUCATIONAL RESEARCH, OBSERVATION AND EVALUATION (CHILD 0-3)
| Code | A001025 |
|---|---|
| CFU | 9 |
| Teacher | Maria Ermelinda De Carlo |
| Teachers |
|
| Hours |
|
| Learning activities | Base |
| Area | Discipline pedagogiche e metodologico-didattiche |
| Academic discipline | M-PED/04 |
| Type of study-unit | |
| Language of instruction | Italian |
| Contents | The course aims to provide the conceptual tools and essential skills for understanding, designing and evaluating research interventions in education. Starting from a methodological awareness-oriented perspective, key concepts and themes of evidence-based research are developed. Research models, specific theoretical frameworks and research tools related to the professionalism of the professional educator will also be explored. Particular attention will be paid to survey and intervention tools methodologically related to qualitative-narrative paradigms: focus groups, biographical interview, narrative interview, reasoned autobiography etc.. The different types of educational research will be addressed with the relative methods that can be used, the process of defining research questions, identification and/or construction of instruments, sample selection/construction, data collection, analysis and discussion of quantitative data. The training includes the implementation of field research to investigate ecological literacy in some socio-educational contexts in the area.. |
| Reference texts | For preparation for the written test, a textbook of your choice from: a. Batini F., (2019), Appunti di ricerca educativa release 03 o 04, The´le`me edizioni (attention, do not use previous editions) b. Mortari L., Ghirotto L. (2019). Metodi per la ricerca educativa, Carocci. c. Lucisano P., Salerni A. (2021). Metodologia della ricerca in educazione e formazione. Carocci. For the research activities: De Carlo M.E, Surian A. (2023). La scuola di fronte alle crisi ambientali. Politiche, pratiche didattiche ed eco-narrazioni. Pensa Multimedia. De Carlo M. E., Bruno D. (2023). Coltivare l'intelligenza ecologica. Elleò Edizioni. The slides used during the course are an integral part of the programme and will be uploaded on Unistudium. |
| Educational objectives | The course aims to pursue the following training objectives - to know the fundamentals of research methodology - to co-design a research design in a socio-educational context with particular reference to the levels of eco-literacy in local educational contexts - elaborate a theoretical framework and bibliography of reference - define the research topic, objectives and problem, construct research questions and hypotheses, identify participants and sample - implement some qualitative and quantitative analysis tools (interview, questionnaire, focus group, etc.) - acquire the techniques of conducting an interview and textual analysis - analysing and critically discussing research data. |
| Prerequisites | In order to participate successfully in the course, it is advisable to review some basic mathematics such as fractions, percentages and proportions. For this purpose, the website http://www.youmath.it can be profitably used, which also allows exercises. The application of these concepts in an operational way will be necessary for quantitative analysis. |
| Teaching methods | The teaching method used will be mainly participatory action research (Rap). Cooperative work, performance tasks (field research) and exercises are planned. Tutorials, participation in which will be optional, will be organized to facilitate learning of the application-statistical component fundamental to the writing, and some seminars will be organized to explore research methodologies and tools. |
| Other information | For information on support services for students with disabilities and/or DSA, visit http://www.unipg.it/disabilita-e-dsa "In the event that the student intends to anticipate the exam in a year prior to the one scheduled in the study plan, it is recommended to attend the lecture series and take the exam in the first useful call after the lectures themselves are finished, thus respecting the semester of the teaching schedule." For Erasmus students, please arrange the course with the professor, who will take into account the language skills possessed. |
| Learning verification modality | The assessment of the examination will be the sum of three tests, two of them to be taken in itinere: Test A for all: Test A is an individual test to be submitted at least 10 days before the exam call. It is possible to choose between: 1. SCHEDULE Aim: To understand the structure of a scientific article Task: Scheduling of 2 scientific articles to be requested via the course email: metodologiadellaricerca2022@gmail.com The test includes a guided analysis via this link https://forms.gle/AePyQTJkoNXC7cC76 2. MY RESEARCH Objective: to experiment with a research pathway starting from oneself Activity: Compilation of the self-reflection tool "Me and my research: a research on myself", Thélème editions (compilable volume) to be sent to the course email: metodologiadellaricerca2022@gmail.com Assessment criteria PROOF A (max 4 points) 1. Completeness (max 1 point) 2. Use of specific language (max 1 point) 3. Analysis capacity (max 1 point) 4. Critical thinking (max 1 point) Test B for frequent participants: CHALLENGE TASK Test B takes place during the lectures and is a cooperative test of max 5/6 students per group. Aim: To conduct field research to investigate levels of eco-literacy in some socio-educational contexts on the territory Activity: Design of a research and administration of the relevant instruments in the socio-educational context and qualitative analysis. The task will be carried out in itinere and will be presented by the group in the classroom in the manner that the group deems most effective and involves a triangular assessment. PROOF B for non-attending students: RECONSTRUCTION OF A THEORETICAL FRAMEWORK This test is individual and must be handed in at least 10 days before the exam call by e-mail. Aim: To reconstruct a theoretical framework in relation to a starting hypothesis. Task: Reconstructing a theoretical framework of reference on research relating to ecological literacy integrated with the bibliography Assessment criteria PROOF B (max 12 points) 1. the comprehensiveness of the knowledge gained about each of the proposed tools (max 2 points) 2. the correctness of the language specific to the scientific domain (max 2 points) 3. correctness of presentation in terms of logical, syntactic and grammatical construction (max 2 points) 4. the ability to correctly identify national and international theoretical references (max 3 points) 5. the ability to compare possible methodological options in the educational field (max 3 points) PROOF C for all: THE WRITTEN TEST. Test C is written and is a threshold test without which it will not be possible to pass the exam. The minimum score to be achieved is 9/16. Aim: To know the theoretical foundations of research; to choose the main instruments and techniques of data collection according to the objectives of the research; to perform simple procedures of basic statistics; to know the different methods of research. Activity: The 60-minute synchronous written test is semistructured and consists of: ¿ Theoretical foundations ¿ Quantitative research ¿ Qualitative research Evaluation Criteria PROOF C (max 16 points) The test consists of the following: ¿ 10 closed-ended questions (0.25 points) ¿ 1 completion question (0.5 points) ¿ 1 open-ended question (up to 1.5 points) ¿ 1 exercise on pre-set table in which to calculate absolute, relative and percentage frequencies; fashion, median and mean (up to 3.5 points) ¿ 1 exercise on table already set, in which to calculate imbalance, standard deviation, interquartile difference and range of variation (up to 8 points) |
| Extended program | In the field of education, empirical research has developed considerably, becoming strategic for defining increasingly effective and quality interventions and services, but also for training professionals capable of acting reflectively and transformatively in socio-educational contexts. The course introduces the key concepts and issues of research methodology from a qualitative-quantitative and field research perspective. Specifically, the course will develop the following themes: Doing research in education The epistemology of research The types of research by objective The words of educational research The structure of a scientific article The techniques and instruments of surveying Elements of basic statistics for research The steps of scientific research: - Research design - Construction of the empirical base - Data collection and organization - Data analysis and interpretation - Presentation of results - Research and its evaluation During the course, a field research project will be developed to investigate levels of eco-literacy in socio-educational contexts on the ground. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | Questo insegnamento concorre alla realizzazione degli obiettivi ONU dell‘Agenda 2030 per lo Sviluppo Sostenibile, in particolare gli studenti durante il percorso avranno l’occasione di mobilitare le competenze per la sostenibilità (Unesco, 2019) e di acquisire gli strumenti di ricerca per diventare agenti di cambiamento nei diversi contesti socio-educativi. Inoltre l’attività di ricerca proposta all’interno del corso che prevede una ricerca sul campo in materia di sostenibilità ambientale nell’ambito dei contesti socio-educativi contribuisce alla Terza missione in quanto mira a comunicare e diffondere le potenzialità e la ricchezza della ricerca e della didattica universitaria non solo tra gli studenti ma anche ad un pubblico più vasto. |