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B001507 - PSYCHOLOGY OF EDUCATION
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Type of Assessment
Academic Year 2015-16
Course year
Second year - First Semester
Belonging Department
Neurosciences, Psychology, Drug Research and Child Health (NEUROFARBA)
Course Type
Single education field course
Scientific Area
M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
Credits
6
Teaching Hours
42
Teaching Term
21/09/2015 ⇒ 22/12/2015
Attendance required
No
Type of Evaluation
Final Grade
Course Content
show
Lectureship
- Last names A-K PINTO GIULIANA
- Last names L-Z PINTO GIULIANA
Teaching Language - Last names A-K
Italian
Teaching Language - Last names L-Z
Italian
Course Content - Last names A-K
The course aims to present the Educational Psychology in its different perspectives, offering theoretical and methodological parameters for orientation in the field. Will be presented: methods for research and intervention in educational contexts, empirical-theoretical approaches to the study of school education, development of systems of symbolization (reading, writing and drawing), social, motivational and affective of school life, metacognition and the activity of study.
Course Content - Last names L-Z
The course aims to present the Educational Psychology in its different perspectives, offering theoretical and methodological parameters for orientation in the field. Will be presented: methods for research and intervention in educational contexts, empirical-theoretical approaches to the study of school education, development of systems of symbolization (reading, writing and drawing), social, motivational and affective of school life, metacognition and the activity of study.
Suggested readings - Last names A-K (Search our library's catalogue)
Compulsory Books:
•Mason L.(2013), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino (seconda edizione), Bologna.
•Pinto G.(2012), Il suono, il segno, il significato. Carocci editore S.p.A.(V Edizione), Roma
One book must be chosen from this optional books list:
- Antonietti A. (2010), Cantoia, M. Come si impara. Teorie, costrutti e procedure nella psicologia dell’apprendimento, Mondadori Università, Milano.
- Antonietti A. e Colombo, B.(2010), Musica che educa, musica che cura. Interventi psicologici con il linguaggio sonoro in contesto scolastico e riabilitativo, Aracne editrice, Roma.
- Bombi A.S.(2000)e Pinto G., Le relazioni interpersonali del bambino, Carocci,Roma.
- Cadamuro A.(2004), Stili cognitivi e Stili di Apprendimento, Carocci editore, Roma.
- Fele G. e Paoletti I.(2003), L'Interazione in classe, Il Mulino, Bologna.
- Levorato M.C.(2000), Le emozioni della lettura, Il Mulino, Bologna.
- Lucangeli D.(2007), Iannitti A.e Vettore M., Lo sviluppo dell’intelligenza numerica, Carocci, Roma.
- Pianta R.C.(2001), La relazione bambino-insegnante, Cortina,Milano .
- Pinto G.(2012), Te lo dico con le figure: psicologia del disegno infantile, Giunti, Firenze.
- Psicologia dell'Educazione, Numero Monografico, Tra scuola e famiglia: transizioni ecologiche e relazioni educative. Volume 8, Numero 2, Settembre 2014, Erickson, Trento.
- Vygotskij L.S.(1997), Lurija A., Strumento e segno nello sviluppo del bambino, Laterza, Roma-Bari.
•Mason L.(2013), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino (seconda edizione), Bologna.
•Pinto G.(2012), Il suono, il segno, il significato. Carocci editore S.p.A.(V Edizione), Roma
One book must be chosen from this optional books list:
- Antonietti A. (2010), Cantoia, M. Come si impara. Teorie, costrutti e procedure nella psicologia dell’apprendimento, Mondadori Università, Milano.
- Antonietti A. e Colombo, B.(2010), Musica che educa, musica che cura. Interventi psicologici con il linguaggio sonoro in contesto scolastico e riabilitativo, Aracne editrice, Roma.
- Bombi A.S.(2000)e Pinto G., Le relazioni interpersonali del bambino, Carocci,Roma.
- Cadamuro A.(2004), Stili cognitivi e Stili di Apprendimento, Carocci editore, Roma.
- Fele G. e Paoletti I.(2003), L'Interazione in classe, Il Mulino, Bologna.
- Levorato M.C.(2000), Le emozioni della lettura, Il Mulino, Bologna.
- Lucangeli D.(2007), Iannitti A.e Vettore M., Lo sviluppo dell’intelligenza numerica, Carocci, Roma.
- Pianta R.C.(2001), La relazione bambino-insegnante, Cortina,Milano .
- Pinto G.(2012), Te lo dico con le figure: psicologia del disegno infantile, Giunti, Firenze.
- Psicologia dell'Educazione, Numero Monografico, Tra scuola e famiglia: transizioni ecologiche e relazioni educative. Volume 8, Numero 2, Settembre 2014, Erickson, Trento.
- Vygotskij L.S.(1997), Lurija A., Strumento e segno nello sviluppo del bambino, Laterza, Roma-Bari.
Suggested readings - Last names L-Z (Search our library's catalogue)
Compulsory Books:
•Mason L.(2013), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino (seconda edizione), Bologna.
•Pinto G.(2012), Il suono, il segno, il significato. Carocci editore S.p.A.(V Edizione), Roma
One book must be chosen from this optional books list:
- Antonietti A. (2010), Cantoia, M. Come si impara. Teorie, costrutti e procedure nella psicologia dell’apprendimento, Mondadori Università, Milano.
- Antonietti A. e Colombo, B.(2010), Musica che educa, musica che cura. Interventi psicologici con il linguaggio sonoro in contesto scolastico e riabilitativo, Aracne editrice, Roma.
- Bombi A.S.(2000)e Pinto G., Le relazioni interpersonali del bambino, Carocci,Roma.
- Cadamuro A.(2004), Stili cognitivi e Stili di Apprendimento, Carocci editore, Roma.
- Fele G. e Paoletti I.(2003), L'Interazione in classe, Il Mulino, Bologna.
- Levorato M.C.(2000), Le emozioni della lettura, Il Mulino, Bologna.
- Lucangeli D.(2007), Iannitti A.e Vettore M., Lo sviluppo dell’intelligenza numerica, Carocci, Roma.
- Pianta R.C.(2001), La relazione bambino-insegnante, Cortina,Milano .
- Pinto G.(2012), Te lo dico con le figure: psicologia del disegno infantile, Giunti, Firenze.
- Psicologia dell'Educazione, Numero Monografico, Tra scuola e famiglia: transizioni ecologiche e relazioni educative. Volume 8, Numero 2, Settembre 2014, Erickson, Trento.
- Vygotskij L.S.(1997), Lurija A., Strumento e segno nello sviluppo del bambino, Laterza, Roma-Bari.
•Mason L.(2013), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino (seconda edizione), Bologna.
•Pinto G.(2012), Il suono, il segno, il significato. Carocci editore S.p.A.(V Edizione), Roma
One book must be chosen from this optional books list:
- Antonietti A. (2010), Cantoia, M. Come si impara. Teorie, costrutti e procedure nella psicologia dell’apprendimento, Mondadori Università, Milano.
- Antonietti A. e Colombo, B.(2010), Musica che educa, musica che cura. Interventi psicologici con il linguaggio sonoro in contesto scolastico e riabilitativo, Aracne editrice, Roma.
- Bombi A.S.(2000)e Pinto G., Le relazioni interpersonali del bambino, Carocci,Roma.
- Cadamuro A.(2004), Stili cognitivi e Stili di Apprendimento, Carocci editore, Roma.
- Fele G. e Paoletti I.(2003), L'Interazione in classe, Il Mulino, Bologna.
- Levorato M.C.(2000), Le emozioni della lettura, Il Mulino, Bologna.
- Lucangeli D.(2007), Iannitti A.e Vettore M., Lo sviluppo dell’intelligenza numerica, Carocci, Roma.
- Pianta R.C.(2001), La relazione bambino-insegnante, Cortina,Milano .
- Pinto G.(2012), Te lo dico con le figure: psicologia del disegno infantile, Giunti, Firenze.
- Psicologia dell'Educazione, Numero Monografico, Tra scuola e famiglia: transizioni ecologiche e relazioni educative. Volume 8, Numero 2, Settembre 2014, Erickson, Trento.
- Vygotskij L.S.(1997), Lurija A., Strumento e segno nello sviluppo del bambino, Laterza, Roma-Bari.
Learning Objectives - Last names A-K
AIMS:
Knowledge and understanding
The program of Educational Psychology aims to present the Educational Psychology in its different perspectives, offering theoretical and methodological parameters for orientation in the field.
Topics covered will include: methods for research and intervention in educational contexts, empirical-theoretical approaches to the study of school education, development of systems of symbolization (reading, writing and drawing), social, motivational and affective of school life, metacognition and study activities.
These topics will be covered with particular attention to issues of methodology of psychological research.
Knowledge and understanding applied
The course will provide students with the skills related to the development of learning processes, symbolic representation of space and time and literacy in its evolutionary and socio-cultural components.
These skills will be acquired through the study of research methods in Psychology, the tools used and the intervention.
Making judgments
Particular emphasis will be given to understanding the importance of knowing the theoretical assumptions that underlie various educational methodologies and the latter will be discussed critically the effectiveness, applicability and limitations.
These subjects will be addressed by analyzing some recent contributions of psychological research.
Communication skills
The course will provide students with the knowledge necessary to use psycho-educational intervention for the results of psychological research in education.
Learning skills
The topics covered in the course of Educational Psychology will enable students to deepen the study method in order to allow him to follow with profit subsequent courses of the degree course.
Knowledge and understanding
The program of Educational Psychology aims to present the Educational Psychology in its different perspectives, offering theoretical and methodological parameters for orientation in the field.
Topics covered will include: methods for research and intervention in educational contexts, empirical-theoretical approaches to the study of school education, development of systems of symbolization (reading, writing and drawing), social, motivational and affective of school life, metacognition and study activities.
These topics will be covered with particular attention to issues of methodology of psychological research.
Knowledge and understanding applied
The course will provide students with the skills related to the development of learning processes, symbolic representation of space and time and literacy in its evolutionary and socio-cultural components.
These skills will be acquired through the study of research methods in Psychology, the tools used and the intervention.
Making judgments
Particular emphasis will be given to understanding the importance of knowing the theoretical assumptions that underlie various educational methodologies and the latter will be discussed critically the effectiveness, applicability and limitations.
These subjects will be addressed by analyzing some recent contributions of psychological research.
Communication skills
The course will provide students with the knowledge necessary to use psycho-educational intervention for the results of psychological research in education.
Learning skills
The topics covered in the course of Educational Psychology will enable students to deepen the study method in order to allow him to follow with profit subsequent courses of the degree course.
Learning Objectives - Last names L-Z
AIMS:
Knowledge and understanding
The program of Educational Psychology aims to present the Educational Psychology in its different perspectives, offering theoretical and methodological parameters for orientation in the field.
Topics covered will include: methods for research and intervention in educational contexts, empirical-theoretical approaches to the study of school education, development of systems of symbolization (reading, writing and drawing), social, motivational and affective of school life, metacognition and study activities.
These topics will be covered with particular attention to issues of methodology of psychological research.
Knowledge and understanding applied
The course will provide students with the skills related to the development of learning processes, symbolic representation of space and time and literacy in its evolutionary and socio-cultural components.
These skills will be acquired through the study of research methods in Psychology, the tools used and the intervention.
Making judgments
Particular emphasis will be given to understanding the importance of knowing the theoretical assumptions that underlie various educational methodologies and the latter will be discussed critically the effectiveness, applicability and limitations.
These subjects will be addressed by analyzing some recent contributions of psychological research.
Communication skills
The course will provide students with the knowledge necessary to use psycho-educational intervention for the results of psychological research in education.
Learning skills
The topics covered in the course of Educational Psychology will enable students to deepen the study method in order to allow him to follow with profit subsequent courses of the degree course.
Knowledge and understanding
The program of Educational Psychology aims to present the Educational Psychology in its different perspectives, offering theoretical and methodological parameters for orientation in the field.
Topics covered will include: methods for research and intervention in educational contexts, empirical-theoretical approaches to the study of school education, development of systems of symbolization (reading, writing and drawing), social, motivational and affective of school life, metacognition and study activities.
These topics will be covered with particular attention to issues of methodology of psychological research.
Knowledge and understanding applied
The course will provide students with the skills related to the development of learning processes, symbolic representation of space and time and literacy in its evolutionary and socio-cultural components.
These skills will be acquired through the study of research methods in Psychology, the tools used and the intervention.
Making judgments
Particular emphasis will be given to understanding the importance of knowing the theoretical assumptions that underlie various educational methodologies and the latter will be discussed critically the effectiveness, applicability and limitations.
These subjects will be addressed by analyzing some recent contributions of psychological research.
Communication skills
The course will provide students with the knowledge necessary to use psycho-educational intervention for the results of psychological research in education.
Learning skills
The topics covered in the course of Educational Psychology will enable students to deepen the study method in order to allow him to follow with profit subsequent courses of the degree course.
Prerequisites - Last names A-K
PREREQUISITES:
They are mainly required basic knowledge they acquire in the course of General Psychology and Developmental Psychology.
They are mainly required basic knowledge they acquire in the course of General Psychology and Developmental Psychology.
Prerequisites - Last names L-Z
PREREQUISITES:
They are mainly required basic knowledge they acquire in the course of General Psychology and Developmental Psychology.
They are mainly required basic knowledge they acquire in the course of General Psychology and Developmental Psychology.
Teaching Methods - Last names A-K
TEACHING METHODS
Knowledge and understanding
Lectures
Knowledge and understanding applied
Exercises in the classroom and on the materials provided in both the direct funding of research material.
Making judgments
Discussion, with the help of audio-visual technologies, the main phenomena subject of scientific interest and application.
Communication skills
Presentation of results of research and evaluation of educational processes.
Learning skills
Lectures
Knowledge and understanding
Lectures
Knowledge and understanding applied
Exercises in the classroom and on the materials provided in both the direct funding of research material.
Making judgments
Discussion, with the help of audio-visual technologies, the main phenomena subject of scientific interest and application.
Communication skills
Presentation of results of research and evaluation of educational processes.
Learning skills
Lectures
Teaching Methods - Last names L-Z
TEACHING METHODS
Knowledge and understanding
Lectures
Knowledge and understanding applied
Exercises in the classroom and on the materials provided in both the direct funding of research material.
Making judgments
Discussion, with the help of audio-visual technologies, the main phenomena subject of scientific interest and application.
Communication skills
Presentation of results of research and evaluation of educational processes.
Learning skills
Lectures
Knowledge and understanding
Lectures
Knowledge and understanding applied
Exercises in the classroom and on the materials provided in both the direct funding of research material.
Making judgments
Discussion, with the help of audio-visual technologies, the main phenomena subject of scientific interest and application.
Communication skills
Presentation of results of research and evaluation of educational processes.
Learning skills
Lectures
Type of Assessment - Last names A-K
ASSESSMENT METHODS
Knowledge and understanding
Oral exam
Knowledge and understanding applied (applying knowledge and understanding):
Intermediate tests in which the focus will be the knowledge-psycho-educational
Making judgments
Interpretation on examination of the theoretical issues of the discipline and the instruments proposed in the course.
Communication skills
Presentation of problems, on examination, that require the interpretation of the theoretical issues of the discipline and the instruments proposed in the course.
Learning skills
The basic knowledge needed to work as a technician in Psychological Sciences connection with the regulations will be tested in an oral examination.
Knowledge and understanding
Oral exam
Knowledge and understanding applied (applying knowledge and understanding):
Intermediate tests in which the focus will be the knowledge-psycho-educational
Making judgments
Interpretation on examination of the theoretical issues of the discipline and the instruments proposed in the course.
Communication skills
Presentation of problems, on examination, that require the interpretation of the theoretical issues of the discipline and the instruments proposed in the course.
Learning skills
The basic knowledge needed to work as a technician in Psychological Sciences connection with the regulations will be tested in an oral examination.
Type of Assessment - Last names L-Z
ASSESSMENT METHODS
Knowledge and understanding
Oral exam
Knowledge and understanding applied (applying knowledge and understanding):
Intermediate tests in which the focus will be the knowledge-psycho-educational
Making judgments
Interpretation on examination of the theoretical issues of the discipline and the instruments proposed in the course.
Communication skills
Presentation of problems, on examination, that require the interpretation of the theoretical issues of the discipline and the instruments proposed in the course.
Learning skills
The basic knowledge needed to work as a technician in Psychological Sciences connection with the regulations will be tested in an oral examination.
Knowledge and understanding
Oral exam
Knowledge and understanding applied (applying knowledge and understanding):
Intermediate tests in which the focus will be the knowledge-psycho-educational
Making judgments
Interpretation on examination of the theoretical issues of the discipline and the instruments proposed in the course.
Communication skills
Presentation of problems, on examination, that require the interpretation of the theoretical issues of the discipline and the instruments proposed in the course.
Learning skills
The basic knowledge needed to work as a technician in Psychological Sciences connection with the regulations will be tested in an oral examination.