ITA | ENG
B001507 - PSYCHOLOGY OF EDUCATION
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Type of Assessment
Course program
Academic Year 2019-20
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
23/09/2019 ⇒ 20/12/2019
Attendance required
No
Type of Evaluation
Final Grade
Course Content
show
Course program
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
1st Module:
- Mason L.(2013), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino (seconda edizione), Bologna.
2nd Module:
- Pinto, G. (2016). Te lo dico con le figure. Giunti, Firenze.
-Giuliana Pinto, Lucia Bigozzi, Christian Tarchi, Monica Camilloni (2018). Improving conceptual knowledge of the Italian writing system in kindergarten: A cluster randomized trial. FRONTIERS IN PSYCHOLOGY, pp. 0-1, ISSN:1664-1078
-Pinto, Giuliana; Bigozzi, Lucia; Vezzani, Claudio; Tarchi, Christian (2017). Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, vol. 32, pp. 571-587, ISSN:0256-2928
-Lucia Bigozzi; Christian Tarchi; Sara Pezzica; Giuliana Pinto (2016). Evaluating the Predictive Impact of an Emergent Literacy Model on Dyslexia in Italian Children: A Four-Year Prospective Cohort Study. JOURNAL OF LEARNING DISABILITIES, vol. 49, pp. 51-64, ISSN:0022-2194
-Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia (2015). The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 85, pp. 551-569, ISSN:2044-8279
-G.Pinto; L.Bigozzi; B.Accorti Gamannossi; C.Vezzani (2009). Emergent literacy and learning to write: a predictive model for Italian language. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, vol. XXIV (1), pp. 725-742, ISSN:0256-2928
1st Module:
- Mason L.(2013), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino (seconda edizione), Bologna.
2nd Module:
- Pinto, G. (2016). Te lo dico con le figure. Giunti, Firenze.
-Giuliana Pinto, Lucia Bigozzi, Christian Tarchi, Monica Camilloni (2018). Improving conceptual knowledge of the Italian writing system in kindergarten: A cluster randomized trial. FRONTIERS IN PSYCHOLOGY, pp. 0-1, ISSN:1664-1078
-Pinto, Giuliana; Bigozzi, Lucia; Vezzani, Claudio; Tarchi, Christian (2017). Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, vol. 32, pp. 571-587, ISSN:0256-2928
-Lucia Bigozzi; Christian Tarchi; Sara Pezzica; Giuliana Pinto (2016). Evaluating the Predictive Impact of an Emergent Literacy Model on Dyslexia in Italian Children: A Four-Year Prospective Cohort Study. JOURNAL OF LEARNING DISABILITIES, vol. 49, pp. 51-64, ISSN:0022-2194
-Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia (2015). The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 85, pp. 551-569, ISSN:2044-8279
-G.Pinto; L.Bigozzi; B.Accorti Gamannossi; C.Vezzani (2009). Emergent literacy and learning to write: a predictive model for Italian language. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, vol. XXIV (1), pp. 725-742, ISSN:0256-2928
Suggested readings - Last names L-Z (Search our library's catalogue)
-Compulsory Books
1st Module:
- Mason L.(2013), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino (seconda edizione), Bologna.
2nd Module:
- Pinto, G. (2016). Te lo dico con le figure. Giunti, Firenze.
-Giuliana Pinto, Lucia Bigozzi, Christian Tarchi, Monica Camilloni (2018). Improving conceptual knowledge of the Italian writing system in kindergarten: A cluster randomized trial. FRONTIERS IN PSYCHOLOGY, pp. 0-1, ISSN:1664-1078
-Pinto, Giuliana; Bigozzi, Lucia; Vezzani, Claudio; Tarchi, Christian (2017). Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, vol. 32, pp. 571-587, ISSN:0256-2928
-Lucia Bigozzi; Christian Tarchi; Sara Pezzica; Giuliana Pinto (2016). Evaluating the Predictive Impact of an Emergent Literacy Model on Dyslexia in Italian Children: A Four-Year Prospective Cohort Study. JOURNAL OF LEARNING DISABILITIES, vol. 49, pp. 51-64, ISSN:0022-2194
-Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia (2015). The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 85, pp. 551-569, ISSN:2044-8279
-G.Pinto; L.Bigozzi; B.Accorti Gamannossi; C.Vezzani (2009). Emergent literacy and learning to write: a predictive model for Italian language. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, vol. XXIV (1), pp. 725-742, ISSN:0256-2928
1st Module:
- Mason L.(2013), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino (seconda edizione), Bologna.
2nd Module:
- Pinto, G. (2016). Te lo dico con le figure. Giunti, Firenze.
-Giuliana Pinto, Lucia Bigozzi, Christian Tarchi, Monica Camilloni (2018). Improving conceptual knowledge of the Italian writing system in kindergarten: A cluster randomized trial. FRONTIERS IN PSYCHOLOGY, pp. 0-1, ISSN:1664-1078
-Pinto, Giuliana; Bigozzi, Lucia; Vezzani, Claudio; Tarchi, Christian (2017). Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, vol. 32, pp. 571-587, ISSN:0256-2928
-Lucia Bigozzi; Christian Tarchi; Sara Pezzica; Giuliana Pinto (2016). Evaluating the Predictive Impact of an Emergent Literacy Model on Dyslexia in Italian Children: A Four-Year Prospective Cohort Study. JOURNAL OF LEARNING DISABILITIES, vol. 49, pp. 51-64, ISSN:0022-2194
-Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia (2015). The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 85, pp. 551-569, ISSN:2044-8279
-G.Pinto; L.Bigozzi; B.Accorti Gamannossi; C.Vezzani (2009). Emergent literacy and learning to write: a predictive model for Italian language. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, vol. XXIV (1), pp. 725-742, ISSN:0256-2928
Learning Objectives - Last names A-K
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.
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
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.
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
The basic knowledge required is that acquired through the overcoming of the propaedeutic subjects.
Prerequisites - Last names L-Z
The basic knowledge required is that acquired through the overcoming of the propaedeutic subjects.
Teaching Methods - Last names A-K
- Frontal lessons
- Guided exercises on specific topics
- Group work and classroom presentations
- Guided exercises on specific topics
- Group work and classroom presentations
Teaching Methods - Last names L-Z
- Frontal lessons
- Guided exercises on specific topics
- Group work and classroom presentations
- Guided exercises on specific topics
- Group work and classroom presentations
Type of Assessment - Last names A-K
- Written test with multiple-choice questions using specialised vocabulary, requiring inferences and links between the basic knowledge and touching on the main contents of the programme.
Type of Assessment - Last names L-Z
- Written test with multiple-choice questions using specialised vocabulary, requiring inferences and links between the basic knowledge and touching on the main contents of the programme.
Course program - Last names A-K
Classical and socio-cultural approaches to educational psychology. Intelligence and individual differences. Motivation to learn. Learning concepts and knowledge. Learning strategies and skills: metacognition, comprehension, and text production. Learning to study. Metacognition and Maths. Learning to learn better. Effective learning environments. Learning from a neurological perspective.
Emergent and formal literacy. Methods of assessment and intervention on emergent literacy. Predictive relationships between emergent and formal literacy. The contribution of the family and school context.
Cooperative learning: Intercultural competence. Narrative competence. Reading comprehension. Notational systems. Theory of Mind.
Emergent and formal literacy. Methods of assessment and intervention on emergent literacy. Predictive relationships between emergent and formal literacy. The contribution of the family and school context.
Cooperative learning: Intercultural competence. Narrative competence. Reading comprehension. Notational systems. Theory of Mind.
Course program - Last names L-Z
Classical and socio-cultural approaches to educational psychology. Intelligence and individual differences. Motivation to learn. Learning concepts and knowledge. Learning strategies and skills: metacognition, comprehension, and text production. Learning to study. Metacognition and Maths. Learning to learn better. Effective learning environments. Learning from a neurological perspective.
Emergent and formal literacy. Methods of assessment and intervention on emergent literacy. Predictive relationships between emergent and formal literacy. The contribution of the family and school context.
Cooperative learning: Intercultural competence. Narrative competence. Reading comprehension. Notational systems. Theory of Mind.
Emergent and formal literacy. Methods of assessment and intervention on emergent literacy. Predictive relationships between emergent and formal literacy. The contribution of the family and school context.
Cooperative learning: Intercultural competence. Narrative competence. Reading comprehension. Notational systems. Theory of Mind.