Activity | Credits | Period | Academic staff | Timetable |
---|---|---|---|---|
LABORATORIO [Gruppo 1] | 1 | Lab. 1B | Alessia Maria Aurora Bevilacqua | |
LABORATORIO [Gruppo 2] | 1 | Lab. 1B | Claudio Girelli | |
LABORATORIO [Gruppo 3] | 1 | Lab. 1B | Claudio Girelli |
The laboratory intends to offer students theoretical bases, models and experiences of educational research contextualized within the ecological paradigm. At the end of the course, the students are asked:
a) Concerning the gain of knowledge and understanding: to recognize the elements of educational research, with particular reference to the paradigms, the epistemologies, the philosophies, the methods and the techniques useful to contextualized research within the ecological paradigm
b) Concerning the gain of the ability to apply knowledge and understanding: to elaborate an educational research project contextualized within the ecological paradigm
c) Concerning the gain of the acquisition of transversal skills: to reflect critically, through self-assessment and peer assessment tools, on the materials they produced
To facilitate the acquisition not only of knowledge but also of professional and transversal skills, an immersive laboratory experience inspired by the principles of active and cooperative learning will be proposed to the students. Students will deal with two specific activities:
1) Analysis of educational research articles through the jigsaw approach
a. Mortari L. (2011). Thinking silently in the woods: listening to children speaking about emotion, European Early Childhood Education Research Journal, 19:3, 345-356.
b. Mortari L. (2000). Educating for Thinking about “A Good Quality of Life” and Qualitative Research Outcomes, Canadian Journal of Environmental Education, 5, 93-113.
c. Harcourt D. & Mazzoni V. (2012). Standpoints on quality: Listening to children in Verona, Italy, Australasian Journal of Early Childhood, 37:2, 19-26.
d. Burroughs M.D. & Arda Tuncdemir T.D. (2017). Philosophical ethics in early childhood: A pilot study, Journal of Philosophy in Schools, 4:1, 74-101.
2) Drafting of an educational research project within a heterogeneous research group made up of attending and non-attending students. Attending students will carry out an accompanying action towards non-attending students during the project creation phase.
IMPORTANT. For effective participation in the workshops, students are asked to have a thorough preliminary reading of the following parts of the texts:
a) Mortari L. (2007). Cultura della ricerca e pedagogia, capp 1-2-3-4
b) Mortari L. (2009). La ricerca per i bambini, capp. 5, 6, 7, 8.
The final summative assessment will include:
a) the evaluation of the analytical report of the 4 scientific articles that have been analyzed
b) the evaluation of the draft of the educational research project
c) the evaluation of the feedback formulated individually during the peer-assessment
For non-attending students only, the following items are added:
d) the evaluation of the individual reflective form
e) the evaluation of the revisions that were made individually to the draft of the educational research project
Activity | Author | Title | Publisher | Year | ISBN | Note |
Gruppo 1 | vari | articoli scientifici su argomenti attinenti e specifici verranno consigliati durante le lezioni | ||||
Gruppo 1 | Mortari L. | Cultura della ricerca e pedagogia. Prospettive epistemologiche | Carocci, Roma | 2007 | capp 1-2-3-4 | |
Gruppo 1 | Mortari L. | La ricerca per i bambini | Mondadori: Milano. | 2009 | capp. 5, 6, 7, 8. |
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