The course aims to present the Psychology of Education in its different perspectives, offering theoretical and methodological parameters for orientation in the field. It will be presented: methods for research and intervention in educational contexts, theoretical-empirical approaches to the study of educational processes in its psychological aspects: cognitive, social, motivational, affective, linguistic.
Course Content - Last names L-Z
The course aims to present the Psychology of Education in its different perspectives, offering theoretical and methodological parameters for orientation in the field. It will be presented: methods for research and intervention in educational contexts, theoretical-empirical approaches to the study of educational processes in its psychological aspects: cognitive, social, motivational, affective, linguistic.
-Woolfolk A. (2020) , Psicologia dell'educazione, teoria metodi strumenti, Pearson, Milano-Torino.
or alternatively
- Mason L.(2019), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino, Bologna.- Mason L.(2019), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino, Bologna. Mason L.(2019), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino, Bologna.
- Fiorentini C. Rinnovare l'insegnamento delle scienze, Aracne Editrice, 2018. SOLAMENTE LA PARTE III
Articoli scientifici:
- Bigozzi L., Biggeri A., Boschi F., Fiorentini C., Conti P., (2002), Children “scientists” know the reason why and they are “poets” too. Non–randomized controlled trial to evaluate the effectiveness of a strategy aimed at improving the learning of scientific concepts, European Journal of Psychology of Education, n.17, 343-362, Print ISSN 0256-2928, Online ISSN1878-5174, DOI: 10.1007/BF03173590
- Bigozzi L., Di Cosimo A., and Vettori G. (2016), Appearances Are Deceiving: Observing the World as It Looks and How It Really Is—Theory of Mind Performances Investigated in 3-, 4-, and 5-Year-Old Children, Child Development Research, vol. 2016, Article ID 5270924, 10 pages, 2016, DOI 10.1155/2016/5270924,
- Bigozzi, L., Tarchi, C., & Pinto, G. (2017), Consistency and stability of Italian children’s spelling in dictation versus composition assessments. Advance online publication. DOI: 10.1080/10573569.2015.1102111, Reading & Writing Quarterly [Impact Factor 1,333]
- Bigozzi, L., Tarchi, C., Fiorentini, C., Falsini, P. & Stefanelli, F. (2018). The influence of teaching approach on students’ conceptual learning in Physics. Frontiers in Psychology. DOI: 10.3389/fpsyg.2018.02474,
- Bigozzi, L., Vezzani, C., Tarchi, C. & Fiorentini, C. (2011). The role of individual writing The role of individual writing in fostering scientific conceptualization. European Journal of Psychology of Education, 26, pp. 45–59, DOI 10.1007/s10212-010-0031-8.
- Woolfolk A. (2020) , Psicologia dell'educazione, teoria metodi strumenti, Pearson, Milano-Torino.
or alternatively
- Mason L.(2019), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino, Bologna.- Mason L.(2019), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino, Bologna.Mason L.(2019), Psicologia dell'Apprendimento e dell'Istruzione. Il Mulino, Bologna.
- Fiorentini C. Rinnovare l'insegnamento delle scienze, Aracne Editrice, 2018. SOLAMENTE LA PARTE III
Articoli scientifici:
- Bigozzi L., Biggeri A., Boschi F., Fiorentini C., Conti P., (2002), Children “scientists” know the reason why and they are “poets” too. Non–randomized controlled trial to evaluate the effectiveness of a strategy aimed at improving the learning of scientific concepts, European Journal of Psychology of Education, n.17, 343-362, Print ISSN 0256-2928, Online ISSN1878-5174, DOI: 10.1007/BF03173590
- Bigozzi L., Di Cosimo A., and Vettori G. (2016), Appearances Are Deceiving: Observing the World as It Looks and How It Really Is—Theory of Mind Performances Investigated in 3-, 4-, and 5-Year-Old Children, Child Development Research, vol. 2016, Article ID 5270924, 10 pages, 2016, DOI 10.1155/2016/5270924,
- Bigozzi, L., Tarchi, C., & Pinto, G. (2017), Consistency and stability of Italian children’s spelling in dictation versus composition assessments. Advance online publication. DOI: 10.1080/10573569.2015.1102111, Reading & Writing Quarterly [Impact Factor 1,333]
- Bigozzi, L., Tarchi, C., Fiorentini, C., Falsini, P. & Stefanelli, F. (2018). The influence of teaching approach on students’ conceptual learning in Physics. Frontiers in Psychology. DOI: 10.3389/fpsyg.2018.02474,
- Bigozzi, L., Vezzani, C., Tarchi, C. & Fiorentini, C. (2011). The role of individual writing The role of individual writing in fostering scientific conceptualization. European Journal of Psychology of Education, 26, pp. 45–59, DOI 10.1007/s10212-010-0031-8.
Learning Objectives - Last names A-K
EDUCATIONAL OBJECTIVES
Knowledge and understanding. The teaching aims to:
- introduce students to studies related to the psychology of education;
- promote understanding of the different approaches of psychology to educational processes;
- encourage reflection on the meaning of different approaches in educational psychology.
- create awareness of theoretically founded and scientifically validated educational psychology practices.
Applied knowledge and understanding skills. The teaching aims to:
- to provide students with the necessary skills to be able to identify the central points of the psychological problem of educational processes at various ages of life;
- promote awareness of educational needs at different ages, of the need to integrate educational interventions by family-school-school other educational agencies, of the difficult relationship between expectations/realisation/realistic budgets;
- provide knowledge and practice of some psycho-educational tools;
Autonomy of judgment. The teaching aims to:
- bring students closer to understanding the importance of implementing evidence-based empowerment pathways;
- promote the ability to orient themselves within the research related to educational psychology.
- Promote the ability to adopt a reflective approach to one's professional actions.
Communication skills. The teaching aims to:
- provide students with the necessary knowledge to conduct interviews with children and young people, with teachers and educators, with parents.
- to put students in a position to use an appropriate vocabulary in relation to the problems inherent to the psychology of education, also through a lot of specific metalinguistic reflection;
- to acquire the basic notions of understanding and communication of the academic writing style of Psychology.
Ability to learn. The teaching aims to:
- promote the ability to increase one's theoretical knowledge through the study of literature;
- promote the ability to increase the knowledge of evidence-based tools;
- promote the ability to apply one's knowledge to specific cases.
EXPECTED RESULTS
Knowledge and understanding. The student:
- knows current studies related to the psychology of education of children, adolescents and young people;
-is able to place in a wide and solidly based theoretical framework the various educational interventions that are proposed at school
- knows the appropriate and scientifically sound teaching and educational practices.
Applied knowledge and understanding skills. The student:
- is able to identify the central points of educational problems in the psychological field at various ages of life;
- is aware of people's educational needs, of the need to integrate interventions, of the difficult relationship between expectations/realisation/realistic budgets;
- knows and is able to use some evaluation and intervention tools.
Autonomy of judgment. The student:
- understands the importance of implementing evidence-based treatments;
- is able to orient themselves within the research related to educational psychology;
- is able to adopt a reflexive approach on his or her own professional action as a psychologist dealing with educational processes.
Communication skills. The student:
- is able to conduct interviews with children and young people, with teachers and educators, with parents...
- uses an appropriate vocabulary in relation to the problems inherent in the psychology of education, also through specific metalinguistic reflection;
- can understand scientific articles of educational psychology and is able to communicate by adopting an academic style.
Ability to learn. The student:
- increase their theoretical knowledge through the study of literature;
- is able to increase his/her knowledge of evidence-based tools;
- can apply their knowledge to specific cases.
Learning Objectives - Last names L-Z
OBIETTIVI FORMATIVI
Conoscenza e capacità di comprensione. L’insegnamento si propone di:
- introdurre gli studenti agli studi relativi alla psicologia dell'educazione;
- promuovere la comprensione delle diversi approcci della psicologia ai processi educativi;
- favorire riflessioni sul significato dei diversi approcci in psicologia dell'educazione
- creare consapevolezza riguardo alle pratiche di psicologia dell'educazione teoricamente fondate e scientificamente validate.
Conoscenza e capacità di comprensione applicate. L’insegnamento si propone di:
- fornire agli studenti le competenze necessarie per essere capaci di individuare i punti centrali della problematica psicologica dei processi educativi nelle varie età della vita;
- promuovere la consapevolezza dei bisogni educativi nelle varie età, della necessità di integrare gli interventi educativi da parte di famiglia-scuola-altre agenzie educative , del difficile rapporto tra aspettative/realizzazione/ bilanci realistici;
- fornire la conoscenza e la pratica di alcuni strumenti psico-educativi;
Autonomia di giudizio. L'insegnamento si propone di:
- avvicinare gli studenti alla comprensione dell'importanza di implementare percorsi di potenziamento evidence-based;
- promuovere la capacità di orientarsi all'interno della ricerca relativa alla psicologia dell'educazione.
- promuovere la capacità di adottare un approccio riflessivo sul proprio agire professionale.
Abilità comunicative. L’insegnamento si propone di:
- fornire agli studenti le conoscenze necessarie per condurre colloqui con bambini e ragazzi, con insegnanti ed educatori, con genitori.
- mettere gli studenti nelle condizioni di utilizzare un lessico appropriato relativamente alle problematiche inerenti la psicologia dell'educazione, anche attraverso molta riflessione metalinguistica specifica;
- far acquisire le nozioni di base di comprensione e comunicazione dello stile di scrittura accademica della Psicologia.
Capacità di apprendere. L’insegnamento si propone di:
- promuovere la capacità di aumentare le proprie conoscenze teoriche attraverso lo studio della letteratura;
– promuovere la capacità di aumentare le conoscenze degli strumenti evidence-based;
- favorire la capacità di applicare le proprie conoscenze a casi specifici.
RISULTATI ATTESI
Conoscenza e capacità di comprensione. Lo studente:
- conosce gli studi attuali relativi alla psicologia dell'educazione dei bambini, degli adolescenti e dei giovani;
-è in grado di collocare in una cornice teorica ampia e solidamente basate i vari interventi educativi che vengono proposti a scuola
- conosce le pratiche didattiche ed educative idonee e scientificamente fondate.
Conoscenza e capacità di comprensione applicate. Lo studente:
- è in grado di individuare i punti centrali della problematica educativa in ambito psicologico nelle varie età della vita;
- è consapevole dei bisogni educativi delle persone , della necessità di integrare gli interventi, del difficile rapporto tra aspettative/realizzazione/ bilanci realistici;
- conosce ed è in grado di utilizzare alcuni strumenti di valutazione e di intervento.
Autonomia di giudizio. Lo studente:
- comprende l'importanza di implementare trattamenti evidence-based;
- è in grado di orientarsi all'interno della ricerca relativa alla psicologia dell'educazione;
- è in grado di adottare un approccio riflessivo sul proprio agire professionale come psicologo che si occupa di processi educativi.
Abilità comunicative. Lo studente:
- è in grado di condurre colloqui con bambini e ragazzi, con insegnanti ed educatori, con genitori
- utilizza un lessico appropriato relativamente alle problematiche inerenti la psicologia dell'educazione, anche attraverso riflessione metalinguistica specifica;
- sa comprendere articoli scientifici di psicologia dell'educazione ed è in grado di comunicare adottando uno stile accademico.
Capacità di apprendere. Lo studente:
- aumentare le proprie conoscenze teoriche attraverso lo studio della letteratura;
– è in grado di aumentare le proprie le conoscenze degli strumenti evidence-based;
- sa applicare le proprie conoscenze a casi specifici.
Prerequisites - Last names A-K
The basic knowledge acquired by passing the preparatory subjects is mainly required, but also Reading comprehension, Personal and active material processing skills, Self-assessment skills, Examination preparation strategies.
Prerequisites - Last names L-Z
The basic knowledge acquired by passing the preparatory subjects is mainly required, but also Reading comprehension, Personal and active material processing skills, Self-assessment skills, Examination preparation strategies.
Teaching Methods - Last names A-K
- Making judgments
Discussion on the main theoretical issues of the discipline and on the proposed tools.
- Communication skills
Presentation of research results, development evaluations, treatment results.
- Learning skills
Frontal lessons.
Group exercises.
Joint reading of scientific articles.
Case description.
watching movies
Teaching Methods - Last names L-Z
- Making judgments
Discussion on the main theoretical issues of the discipline and on the proposed tools.
- Communication skills
Presentation of research results, development evaluations, treatment results.
- Learning skills
Frontal lessons.
Group exercises.
Joint reading of scientific articles.
Case description.
watching movies
Further information - Last names A-K
During the course will be exposed recent research results, exemplified educational methodologies related to different psychological orientations, carried out practical exercises. These materials will be evaluation materials only for students attending the Course and who wish to prepare themselves on these materials treated in class, personally agreed with the teacher, as an alternative to parts of the program.
Students who do not attend the Course will have to study the texts indicated in this program and will not have to prepare themselves on other materials.
Further information - Last names L-Z
During the course will be exposed recent research results, exemplified educational methodologies related to different psychological orientations, carried out practical exercises. These materials will be evaluation materials only for students attending the Course and who wish to prepare themselves on these materials treated in class, personally agreed with the teacher, as an alternative to parts of the program.
Students who do not attend the Course will have to study the texts indicated in this program and will not have to prepare themselves on other materials.
Type of Assessment - Last names A-K
Written exam during which the student will have to show that he or she understands the theoretical aspects and the application implications described in the texts of the program, The student will also have to be able to make adequate simplifications and express himself or herself with a specific appropriate language. Students who have followed the course and have agreed with the teacher alternative programs or have carried out exercises in class will be able to present themselves for the exam having already acquired a partial evaluation in class.
Type of Assessment - Last names L-Z
Written exam during which the student will have to show that he or she understands the theoretical aspects and the application implications described in the texts of the program, The student will also have to be able to make adequate simplifications and express himself or herself with a specific appropriate language. Students who have followed the course and have agreed with the teacher alternative programs or have carried out exercises in class will be able to present themselves for the exam having already acquired a partial evaluation in class.
Course program - Last names A-K
The psychology of education: the historical-cultural perspective and the socio-cognitivist perspective.
Cognitive development
Self development, social development and moral development
Language development and linguistic diversity in educational processes
Cultural diversity in education
Sociocognitive theory in education
Education and motivation
Classic approaches to the study of school learning.
Sociocultural approach to education and the study of school learning.
Individual intelligence and differences.
Motivation to learn.
Learning concepts and knowledge.
Learning strategies and skills: metacognition, understanding and text production.
Learning to study.
Learning strategies and skills: metacognition and mathematics.
Learning to learn better.
Studying learning in the brain.
The psychology of education and learning for a school that "works better": prevention is better than cure.
Where do educational trends come from?
Targeted teaching and incidental teaching. Is it possible to intentionally increase vocabulary? Research.
So many different intelligences in each class and so many different modes in each intelligence.
Modular mind and disciplinary articulation: how the head is divided and how the school is divided. Development of five basic cognitive-linguistic skills in childhood and pre-adolescence and educational implications.
Scientific observation and aesthetic appreciation: stimulating one improves the other, results of an experiment.
Memory, patterns and thought processes
The memory you need at school.
Products and processes: what does the school want?
Effects of the stimulation of inferential processes on the narrative structure in third grade and sixth grade subjects.
Situated learning
Learning difficulties and specific learning disorders at school.
Children in difficulty in life and at school.
School learning difficulties and specific disorders
of learning.
Reading and writing disorders: three cases.
If I know a word well I'll write it without mistakes: results of one
research.
The less good are more or less sensitive to treatments
specific?
Course program - Last names L-Z
The psychology of education: the historical-cultural perspective and the socio-cognitivist perspective.
Cognitive development
Self development, social development and moral development
Language development and linguistic diversity in educational processes
Cultural diversity in education
Sociocognitive theory in education
Education and motivation
Classic approaches to the study of school learning.
Sociocultural approach to education and the study of school learning.
Individual intelligence and differences.
Motivation to learn.
Learning concepts and knowledge.
Learning strategies and skills: metacognition, understanding and text production.
Learning to study.
Learning strategies and skills: metacognition and mathematics.
Learning to learn better.
Studying learning in the brain.
The psychology of education and learning for a school that "works better": prevention is better than cure.
Where do educational trends come from?
Targeted teaching and incidental teaching. Is it possible to intentionally increase vocabulary? Research.
So many different intelligences in each class and so many different modes in each intelligence.
Modular mind and disciplinary articulation: how the head is divided and how the school is divided. Development of five basic cognitive-linguistic skills in childhood and pre-adolescence and educational implications.
Scientific observation and aesthetic appreciation: stimulating one improves the other, results of an experiment.
Memory, patterns and thought processes
The memory you need at school.
Products and processes: what does the school want?
Effects of the stimulation of inferential processes on the narrative structure in third grade and sixth grade subjects.
Situated learning
Learning difficulties and specific learning disorders at school.
Children in difficulty in life and at school.
School learning difficulties and specific disorders
of learning.
Reading and writing disorders: three cases.
If I know a word well I'll write it without mistakes: results of one
research.
The less good are more or less sensitive to treatments
specific?