Unit METHODOLOGY OF EDUCATIONAL RESEARCH, OBSERVATION AND EVALUATION (CHILD 0-3)
- Course
- Sciences of education
- Study-unit Code
- A001012
- Curriculum
- Educatore professionale socio-pedagogico
- Teacher
- Federico Batini
- CFU
- 10
- Course Regulation
- Coorte 2019
- Offered
- 2020/21
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa integrata
LABORATORY OF METHODOLOGY OF EDUCATIONAL RESEARCH, OBSERVATION AND EVALUATION (CHILD 0-3)
Code | A001026 |
---|---|
CFU | 1 |
Teacher | Federico Batini |
Teachers |
|
Hours |
|
Learning activities | Base |
Area | Discipline pedagogiche e metodologico-didattiche |
Academic discipline | M-PED/04 |
Type of study-unit | Obbligatorio (Required) |
Language of instruction | Italian |
Contents | Administration of tools (evaluation scales and questionnaires) and their analysis. |
Reference texts | Practical experience. A book or articles will be shown during the workshop. |
Educational objectives | Being able to administer structured tools such as questionnaires or validated scales. |
Prerequisites | Attendance and study of the methodological examination of educational research, observation and evaluation. |
Teaching methods | Direct experience, active laboratory teaching. |
Other information | Request active and proactive participation. |
Learning verification modality | Verification of participation and quality of administration performed, knowledge of study materials (during the laboratory). |
Extended program | Introduction to tools; introduction to the method of administration; active administration; data analysis. |
METHODOLOGY OF EDUCATIONAL RESEARCH, OBSERVATION AND EVALUATION (CHILD 0-3)
Code | A001025 |
---|---|
CFU | 9 |
Teacher | Federico Batini |
Teachers |
|
Hours |
|
Learning activities | Base |
Area | Discipline pedagogiche e metodologico-didattiche |
Academic discipline | M-PED/04 |
Type of study-unit | Obbligatorio (Required) |
Language of instruction | Italian |
Contents | The course introduces the concepts and key themes of the research methodology in a qualitative-quantitative and field research perspective. The proposed theoretical and methodological perspective means empirical research as a cognitive process and / or critical investigation of problems / phenomena observed / located in contexts and aimed at shedding light on a certain reality (social, communicative, educational) through the development of multi-method research approaches, culturally located and rigorous. The basic methodological and conceptual repertoire of educational research will also be studied and analyzed in depth (research "styles", theories, hypotheses, laws, concepts and constructs, operationalization of concepts, indicators, variables, etc.) |
Reference texts | 1) Each student will be able to study one of the following manuals related to the educational research methodology (for the preparation of the written test). Batini F., (2019), Educational research notes release 03 or 04, Thélème editions (attention, do not use previous editions) Trinchero R. (2004), The methods of educational research, Laterza 2) Two volumes chosen from the following (3 for non-attending students). Other volumes will be indicated at the beginning of the course (please refer, for your choices, to the complete list): F. Batini (2020, ed), Storie e parole, Giunti Scuola Scierri, Bartolucci, Salvato (eds, 2018), Lettura e dispersione, Franco Angeli. F. Batini (2018), Leggimi ancora, Giunti scuola F. Batini (2019), Leggere ad alta voce, Giunti Scuola Rivers I. (2016), Homophobic Bullying. Know it to fight it, the assayer Batini F. (2011), Understanding the differences. Towards a pedagogy of sexual identity, Armando Editore Batini F. (2014), Sexual identity: an unjustified absence, Loescher Mauceri (2015), Homophobia as a social construction. Generative processes of prejudice in adolescence, frank Angels Nappa M.R. & Nardelli N. (2017), Lecosecambiano @ scuola. Tools to combat homophobic bullying, Cortina Libreria Milano Burgio G. (2008), Male means. Gay teenagers from southern Italy. An ethnopedagogical survey, Mimesis 3) An article among those indicated during the course 4) The course slides (present on Unistudium) are an integral part of the program. 5) The volume "Me and my research: a search on me", Thélème editions (volume to be filled in) or other means of self-reflection on the research tools in education. For attending students, a series of tests will be proposed to choose from. The written test is however mandatory. |
Educational objectives | At the end of the course each student should: Being able to reconstruct, in its main lines, the epistemological debate on research in the human sciences. Being able to read a research including methods and tools used and being able to judge the degree of transparency and repeatability. Being able to draw up the design of a simple experimental and non-experimental research. Be able to use the most common data collection tools (questionnaires, interviews) and know the main procedures for their construction. Knowing how to read, build and analyze the results of evaluation scales. Knowing how to use spreadsheets for the organization and descriptive analysis of data. Being able to use statistical tools (single-variable statistics and with regard to bivariate statistics only the chi square) to perform calculations on collected data. |
Prerequisites | To profitably participate in the course it is advisable to review some basic mathematical fundamentals such as: fractions, percentages and proportions. For this purpose the site can be profitably used: http://www.youmath.it which also allows you to do exercises. The application of these concepts in an operational way will be necessary for the understanding and use of frequency distributions, of central tendency indexes and of dispersion indexes (single-variable statistics). |
Teaching methods | Frontal and participatory lesson; group work; reality tasks (field research), exercises. |
Other information | In-depth exercises and seminars are planned for voluntary participation, which will facilitate the learning of the fundamental application-statistical component for the written test. Participation in some convention events will be strongly recommended. To calculate the hourly weight of the discipline it is necessary to remember that: the University Formative Credit (CFU) is the unit of measurement of the commitment required from the student and has a "value" of 25 hours. The credits are divided into 6 hours of lectures or laboratory in the classroom and 19 hours of individual work (study) or group work (activities / study). |
Learning verification modality | For attending students, the exam will be evaluated during the following tests: 1) Written test on the theoretical and basic statistical aspects (no penalties for errors). 2) Individual filing of two volumes to be chosen from those indicated in point 2) of the reference texts (3 volumes for non-attending students) 3) Filing of a scientific article among those indicated in the lesson 4) Group work of administration of tools and analysis of collected data guided during the course 5) Compilation of the tool of self-reflection "I and my research: a research on me", Thélème editions (or other tool). Other tests among which to make a choice will be communicated to the attending students, please note that only the written test is mandatory. For information on support services for students with disabilities and / or DSA visit the page http://www.unipg.it/disabilita-e-dsa. |
Extended program | The course introduces the concepts and key themes of the research methodology in a qualitative-quantitative and field research perspective. The proposed theoretical and methodological perspective means empirical research as a cognitive process and / or critical investigation of problems / phenomena observed / located in contexts and aimed at shedding light on a certain reality (social, communicative, educational) through the development of multi-method research approaches, culturally located and rigorous. In particular, the following will be explored: The scientific method in educational research; The epistemological, methodological, technical-operative, axiological choices; The phases of research in education: the design of research. Quantitative research and qualitative research; Educational research strategies; Data collection techniques and tools; Data analysis and interpretation of results. The evaluation scales; |