LEARNING OUTCOMES OF THE COURSE UNIT
Stimulate students adequate knowledge about the interaction of education, to processes and dynamics that govern it, in reference to atypical situations that arise in educational contexts.
COURSE CONTENTS SUMMARY
Methodological and theoretical principles of educational psychology. Key stages of the educational. Techniques to organize, track and manage critical events interaction. Educational technologies. The educational problems of the age of the Internet
Ligorio M.B., Cacciamani S. (2013), Psicologia dell’educazione. Roma: Carocci.
Perini S. (1997), Psicologia dell’educazione, Bologna: Il Mulino.
Pagnotta, F. (a cura di) (2015). Linguaggi in rete. Milano-Firenze: Mondadori Education- Le Monnier Università.
ASSESSMENT METHODS AND CRITERIA
Written exam test
￼The course aims to clarify the student the theoretical, epistemological and methodological foundations of psycho-education already. First it will present a historical overview of the main models theo-envi- epistemological (the thought of Piaget and Vygotsky, cognitivism, behaviorism, constructionism, dynamic psychology) highlighting salient features, differences, strengths and weaknesses with respect to the current research. Key concepts examined in a cross-will know the basics of learning, teaching, assessment.
Secondly it will consider questions relating to the methodology of research and intervention in education. Particular attention will be given to the notion of context ecolo-game and in general to the goodness of a methodological educational intervention effectively.
Finally we will focus on educational issues arose with the age of the Internet.