Learning outcomes of the course unit
1. The aim of the course is to "provide" students with adequate knowledge on the educational interaction, the processes and mechanisms that govern it, in reference to typical and atypical situations that arise in educational contexts.
2. It is expected that students become able to make an assessment of the personal and family history using the most known techniques of observation and assessment, to identify in terms of operational risk situations and plan an educational intervention compensatory or replacement of the interactions that took place normally.
3. Students will develop critical thinking and reflection on the major theoretical approaches in relation to learning, school motivation and conduct teacher-student interaction in different teaching contexts.
4. Students should acquire the ability to critically discuss the main theories and methods used to investigate the educational interaction.
5. Students should be able to learn the most recent theoretical approaches and key assessment tools and observation of educational interaction.
Course contents summary
In addition to the methodological and theoretical principles of educational psychology, will present the main steps of the educational intervention (objectives of the evaluation, monitoring and interpretation of results) techniques to organize, and to monitor critical events of the interaction , the principles of programmed instruction and educational technology.
The origins, theories and methods: What is the educational psychology, behaviorism, cognitivism, Piaget and Vygotsky, constructivism after Piaget, post-vygotskijani approaches, methods; Teaching strategies and objects study: lectures, collaborative learning, peer discussion, reading and writing texts, the motivation to learn, the quality of learning technologies to support learning. Looking to plan the educational intervention. The teacher-student interaction in educational settings.
-Ligorio M.B., Cacciamani S. (2013), Psicologia dell’educazione. Roma: Carocci Editore (pp.11-264).
-Rollo D., Pinelli M. (2010), Osservare e valutare lo sviluppo. Milano: Franco Angeli. (pp. 191-217).
-AA.VV. (2013), La relazione insegnante-studente nel contesto didattico. Psicologia dell’educazione, vol. 7 (2), Numero monografico settembre.
At lesson topics are treated in their general aspects and in an order that does not necessarily reflect that of the chapters of the books. Classroom space also will be given to: a) investigation and clarification at the request of students, b) screening and discussion of audiovisual c) reading and critical commentary articles d) simulation of assessment tests.
Assessment methods and criteria
In addition to in-course tests, the examination includes:
• a written test with 5 open-ended questions in the textbooks (the final vote / 30 is the sum of the marks obtained in the individual questions);
• an oral test to be accessed after passing the written test.
The oral test is obligatory for those who take to writing a score from 18 to 22, optional for those who take from 23 up. For attending (it is those who perform at least 2/3 of-course tests) the oral is always optional.