ID:
508581
Duration (hours):
36
CFU:
6
SSD:
PEDAGOGIA SPERIMENTALE
Year:
2025
Overview
Date/time interval
Secondo Semestre (23/02/2026 - 22/05/2026)
Syllabus
Course Objectives
This class is aimed at providing students with:
- knowledge on theoretical and methodological aspects of educational empirical research;
- the ability to discuss in an informed way and with reference to the scientific literature issues relating to the educational problems addressed
- tools for critical reading of teaching-learning processes within a school classroom
- tools for self-analysis in relation to interactive processes in a school
- knowledge on theoretical and methodological aspects of educational empirical research;
- the ability to discuss in an informed way and with reference to the scientific literature issues relating to the educational problems addressed
- tools for critical reading of teaching-learning processes within a school classroom
- tools for self-analysis in relation to interactive processes in a school
Course Prerequisites
The course requires no particular prerequisites. In the awareness that many students may be approaching Education for the first time during this course, successful participation presumes a cultural attitude of willingness to listen, grasp and actively elaborate the theoretic and practical issues posed by pedagogical analysis, discussing them in a collaborative way.
Teaching Methods
All the professor's lessons aim at favouring dialogue and discussion in the work group also thanks to the slides available on the Kiro platform. The participation of other professors/researchers/experts with an interest in the course topic might be possible.
Assessment Methods
Oral Exam Evaluation Indicators:
-knowledge of the basic texts of the exam programme;
-ability to explain, in full autonomy, the silver thread that links some of the points in the basic texts, coherently with the exam's programme;
-ability to critically analyse and personally re-elaborate the issue proposed by the course;
-clear and logically coherent presentation;
-lexical accuracy.
-knowledge of the basic texts of the exam programme;
-ability to explain, in full autonomy, the silver thread that links some of the points in the basic texts, coherently with the exam's programme;
-ability to critically analyse and personally re-elaborate the issue proposed by the course;
-clear and logically coherent presentation;
-lexical accuracy.
Texts
Attending students
Dewey J. (1929), Le fonti di una scienza dell’educazione, Firenze, La Nuova Italia
- Bondioli A. (2003), Fare ricerca nella scuola: problemi e metodologie, in Ferrari M. (a cura di), Insegnare riflettendo, Milano, Franco Angeli, pp. 21-35.
- G. Fele, I. Paoletti (2003),L’interazione in classe, Il Mulino (in particular paragraphs 4 e 5 of the chapters 1, pp. 39-59)
- Delamont S., (1976), L’interazione in classe, Bologna, Zanichelli 1979 (in particular chapters, 2-3-4 pp. 20-90)
- Watzlawick P., Beavin J. H., Jackson D.D. (1967),Pragmatica della Comunicazione Umana, Roma, Astrolabio, 1971 (in particular chapters 2 – 3, pp. 41-111).
Slides used during lessons
Non attending students
Non attending student must prepare the following text for the exam, in addition to the texts indicated for attending students:
- Mortari L., Ghirotto L. (2019), Una mappa per orientarsi, in L. Mortari, L. Ghirotto (a cura di), Metodi per la ricerca educativa, Carocci, Roma, pp. 13-39.
- Sorzio P. (2019), La ricerca-azione, in L. Mortari, L. Ghirotto (a cura di), Metodi per la ricerca educativa, Carocci, Roma, pp. 143-160.
Dewey J. (1929), Le fonti di una scienza dell’educazione, Firenze, La Nuova Italia
- Bondioli A. (2003), Fare ricerca nella scuola: problemi e metodologie, in Ferrari M. (a cura di), Insegnare riflettendo, Milano, Franco Angeli, pp. 21-35.
- G. Fele, I. Paoletti (2003),L’interazione in classe, Il Mulino (in particular paragraphs 4 e 5 of the chapters 1, pp. 39-59)
- Delamont S., (1976), L’interazione in classe, Bologna, Zanichelli 1979 (in particular chapters, 2-3-4 pp. 20-90)
- Watzlawick P., Beavin J. H., Jackson D.D. (1967),Pragmatica della Comunicazione Umana, Roma, Astrolabio, 1971 (in particular chapters 2 – 3, pp. 41-111).
Slides used during lessons
Non attending students
Non attending student must prepare the following text for the exam, in addition to the texts indicated for attending students:
- Mortari L., Ghirotto L. (2019), Una mappa per orientarsi, in L. Mortari, L. Ghirotto (a cura di), Metodi per la ricerca educativa, Carocci, Roma, pp. 13-39.
- Sorzio P. (2019), La ricerca-azione, in L. Mortari, L. Ghirotto (a cura di), Metodi per la ricerca educativa, Carocci, Roma, pp. 143-160.
Contents
Title: The teacher as a practical researcher and the tools for educational analysis of the interactive dynamics of a classroom group.
The course is divided into three parts.
The first part will present the basic themes that characterize the empirical research in the pedagogical field, discussing in particular the relationship between scientific investigation and educational practice with reference to the thought of John Dewey (1929).
In the second part, the interaction within the class group will be proposed as an object of investigation, providing theoretical and methodological tools that start from symbolic interactionism and the theory of human systems. We will recognize the class group as a symbolic-cultural reality and as a human system. We will analyze the symbolic-cultural aspects that influence interaction in the classroom and the assumptions that regulate communication exchanges. We will present strategies for interactive exchanges that facilitate the realization of participatory, active, inclusive, didactic, and educational approaches.
The third part will consist of exercises: we will analyze interactive situations of a class group with an ad hoc grid.
The course is divided into three parts.
The first part will present the basic themes that characterize the empirical research in the pedagogical field, discussing in particular the relationship between scientific investigation and educational practice with reference to the thought of John Dewey (1929).
In the second part, the interaction within the class group will be proposed as an object of investigation, providing theoretical and methodological tools that start from symbolic interactionism and the theory of human systems. We will recognize the class group as a symbolic-cultural reality and as a human system. We will analyze the symbolic-cultural aspects that influence interaction in the classroom and the assumptions that regulate communication exchanges. We will present strategies for interactive exchanges that facilitate the realization of participatory, active, inclusive, didactic, and educational approaches.
The third part will consist of exercises: we will analyze interactive situations of a class group with an ad hoc grid.
Course Language
Italian
More information
The class will take place in the second half of the second semester.
Degrees
Degrees (2)
PHILOSOPHY
Master’s Degree
2 years
PHILOSOPHY
Master’s Degree
2 years
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