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 2020
- Offered
- 2021/22
- 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 | The course aims to provide the essential conceptual tools and skills to understand, design and evaluate research interventions in education. Starting from a methodological awareness perspective, key concepts and issues of evidence-based research are developed. Research models, specific theoretical frameworks and research tools related to the professionalism of the professional educator will be explored. Particular attention will be paid to detection and intervention tools methodologically related to qualitative-narrative paradigms: focus groups, biographical interviews, narrative interviews, reasoned autobiography etc... The different types of educational research will be addressed with the relative methods that can be used, the process of defining the research questions, the identification and/or construction of the instruments, the selection/construction of the sample, the collection of data, the analysis and discussion of quantitative data. The training includes the structuring of a research design in the socio-educational field with qualitative and quantitative approaches. |
| Reference texts | For the preparation of the written test, one textbook to be chosen from: a. Batini F., (2019), Appunti di ricerca educativa release 03 o 04, Thélème edizioni (attenzione, non usare edizioni precedenti) 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 research activities: - Batini F. (2022). Lettura ad alta voce. Strumenti di ricerca per educatori, insegnanti e genitori. Carocci - Batini F. (a cura di, 2021), Ad alta voce. La lettura che fa bene a tutti. Giunti. - Batini F. Io e la mia ricerca: una ricerca su di me”, Thélème edizioni (volume da compilare). The slides used during the course are an integral part of the programme and will be uploaded on Unistudium. |
| Educational objectives | - to design a research design in a socio-educational context, with a focus on reading aloud trainings elaborate a theoretical framework and a bibliography of reference; - to define the theme, the objectives and the research problem, to construct research questions and hypotheses, to identify the participants and the sample; - to implement some qualitative and quantitative analysis tools (interview, questionnaire, focus group, etc.); - to analyse and critically discuss research data; present a research. |
| 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 used profitably, which also allows exercises. Applying these concepts in an operational way will be necessary for quantitative analysis. |
| Teaching methods | Frontal and participatory lessons; group work; performance tasks (field research), exercises. |
| Other information | There will be voluntary tutorials and seminars to facilitate learning of the fundamental application-statistical component of the paper. Attendance at some conferences is recommended. |
| Learning verification modality | For those attending the examination will be assessed in itinere through three proofs: PROOF A: a choice between: - Scheduling of two scientific articles to be requested by e-mail - Compilation of the self-reflection tool "Io e la mia ricerca: una ricerca su me", Thélème edizioni. PROOF B: - Construction of a research design on reading aloud in a socio-educational context. The research-intervention project will be carried out during the course and will be presented by the group in the classroom in the manner that the group considers most effective and provides for a triangular evaluation. For non-attendees (individual test) RECONSTRUCTION OF A THEORETICAL FRAMEWORK Reconstruction of a theoretical framework of reference with respect to a research topic related to reading aloud in the socio-educational field integrated with the bibliography (to be sent at least 10 days before the exam via the course email). PROOF C: A written test, lasting 60 minutes, semi-structured, articulated: Theoretical foundations Quantitative research Qualitative research On Unistudium in the slides of lesson 1 you can see the evaluation criteria. For information on support services for students with disabilities and/or DSA visit http://www.unipg.it/disabilita-e-dsa |
| Extended program | In the field of education, empirical research has developed considerably and has become strategic for defining increasingly effective and quality interventions and services, but also for training professionals capable of acting in a reflective and transformative way in socio-educational contexts. The course introduces the concepts and key issues of research methodology in a qualitative-quantitative and field research perspective. Specifically, the course will develop the following themes: Doing research in education Research epistemology Types of research by objective The words of educational research The structure of a scientific article Survey techniques and tools Elements of basic statistics for research The phases of scientific research - Research design - Construction of the empirical base - Data collection and organisation - Data analysis and interpretation - Presentation of results Research and its evaluation During the course some research projects in the socio-educational field will be presented. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | This course contributes to the realisation of the UN goals of the 2030 Agenda for Sustainable Development, in particular students acquire the research tools both to act on different socio-educational contexts to become sensitive to the needs of children, disabilities and gender equality; and to prepare learning environments that are safe, non-violent and inclusive for all. |
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 essential conceptual tools and skills to understand, design and evaluate research interventions in education. Starting from a methodological awareness perspective, key concepts and issues of evidence-based research are developed. Research models, specific theoretical frameworks and research tools related to the professionalism of the professional educator will be explored. Particular attention will be paid to detection and intervention tools methodologically related to qualitative-narrative paradigms: focus groups, biographical interviews, narrative interviews, reasoned autobiography etc... The different types of educational research will be addressed with the relative methods that can be used, the process of defining the research questions, the identification and/or construction of the instruments, the selection/construction of the sample, the collection of data, the analysis and discussion of quantitative data. The training includes the structuring of a research design in the socio-educational field with qualitative and quantitative approaches. |
| Reference texts | For the preparation of the written test, a textbook to be chosen from: a. Batini F., (2019), Appunti di ricerca educativa release 03 o 04, Thélème edizioni (attenzione, non usare edizioni precedenti) 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 research activities: - Batini F. (2022). Lettura ad alta voce. Strumenti di ricerca per educatori, insegnanti e genitori. Carocci - Batini F. (a cura di, 2021), Ad alta voce. La lettura che fa bene a tutti. Giunti. - Batini F. Io e la mia ricerca: una ricerca su di me”, Thélème edizioni (volume da compilare) 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 design a research design in a socio-educational context, with a focus on reading aloud trainings - to elaborate a theoretical framework and a bibliography of reference - to define the theme, the objectives and the research problem, to construct research questions and hypotheses, to identify the participants and the sample; - implement some qualitative and quantitative analysis tools (interview, questionnaire, focus group, etc.); - analyse and critically discuss the research data; - present a research. |
| 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 that of participatory teaching. Group work, performance tasks (field research) and exercises are planned. |
| Other information | There will be voluntary tutorials and seminars to facilitate learning of the application-statistical component that is fundamental to the written paper. Attendance at some conferences is strongly recommended. |
| Learning verification modality | For those who attend the exam, it will be evaluated in itinere through three proofs: PROOF A for all: The proof A is an individual test to be sent at least 10 days before the exam call. You can choose between: 1. SCHEDULE Objective: to understand the structure of a scientific article Task: Sorting out 2 scientific articles to be requested via the course mail. The test includes a guided analysis via this link https://forms.gle/AePyQTJkoNXC7cC76 2. I MY RESEARCH Objective: to try out a research pathway starting from oneself Activity: Compilation of the Self-Reflection Tool "Io e la mia ricerca: una ricerca su me", Thélème edizioni (compilable volume) to be sent to the course email. Evaluation criteria TEST A (max 4 points) 1. Completeness (max 1 point) 2. Use of specific language (max 1 point) 3. Analytical capacity (max. 1 point) 4. Critical thinking (max 1 point) PROOF B for students: CHALLENGE TASK Test B takes place during the lectures and is a cooperative test of max 5/6 students per group. Objective: to construct a research design and present it. Activity: Construction of a research design on reading aloud in a socio-educational context. The research-intervention project will be carried out during the course and will be presented by the group in the classroom in the manner that the group considers most effective and foresees a triangular evaluation. 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 by e-mail. Objective: to reconstruct a theoretical framework from a starting hypothesis. Activity: Reconstructing a theoretical framework of reference with respect to a research topic related to reading aloud in the socio-educational field integrated with the bibliography Evaluation criteria PROOF B (max 12 points) 1. the exhaustiveness of the knowledge achieved on each of the topics proposed (max 2 points) 2. the correctness of the specific language of 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 the theoretical references and make the necessary connections also with the methodologies and tools presented (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 constitutes a threshold test without which it will not be possible to pass the examination. The pass mark 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. Activities: The written test, synchronised and lasting 60 minutes, is semi-structured and consists of: - Theoretical foundations - Quantitative research - Qualitative research Evaluation criteria PROOF C (max 16 points) 1. Theoretical foundations (max 4 points) 2. Quantitative research (max 6 points) 3. Qualitative research (max 6 points) For information on support services for students with disabilities and/or DSA visit http://www.unipg.it/disabilita-e-dsa |
| Extended program | In the field of education, empirical research has developed considerably and has become strategic for defining increasingly effective and quality interventions and services, but also for training professionals capable of acting in a reflective and transformative way in socio-educational contexts. The course introduces the concepts and key issues of research methodology in a qualitative-quantitative and field research perspective. Specifically, the course will develop the following themes: Doing research in education Research epistemology Types of research by objective The words of educational research The structure of a scientific article Survey techniques and tools Elements of basic statistics for research The phases of scientific research - Research design - Construction of the empirical base - Data collection and organisation - Data analysis and interpretation - Presentation of results Research and its evaluation During the course some research projects in the field of socio-education will be presented. Note: For Erasmus students there is a specific programme to be agreed with the teacher according to the language level. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | This course contributes to the realisation of the UN goals of the 2030 Agenda for Sustainable Development, in particular students acquire the research tools both to act on different socio-educational contexts to become sensitive to the needs of children, disabilities and gender equality; and to prepare learning environments that are safe, non-violent and inclusive for all. |