A) Mason, L, Psicologia dell'apprendimento e dell’istruzione. Bologna: Il Mulino, 2013.
B) A book to choose among:
• Ligorio, B. e Pontecorvo, C. (2010). La scuola come contesto (Parte prima: Modelli teorici e prospettive di ricerca). Roma: Carocci.
• Cacciamani, S. (2009). Psicologia dell'insegnamento. Roma: Carocci.
• Camaioni, L. (2015). La teoria della mente. Bari: Laterza
• Lecce, S., Cavallini, E., Pagnin, A. (2010). La teoria della mente nell'arco di vita. Bologna: Il Mulino.
• Aureli, T. & Perucchini, P. (2014). Osservare e valutare il comportamento del bambino. Bologna: Il Mulino.
C) A monotematic issues of five articles to choose among:
• Emergent literacy
• Dyslexia and dysorthographia
• Reading comprehension
• Cooperative learning
• Intercultural competence
• Theory of Mind
• Scientific conceptualization
• Narrative competence
• Thinking processes
These articles will be uploaded on Moodle.
Alternatively, the student can compile and study an annotated bibliography on a topic of his choice, to the agreed with the professor.
Learning Objectives - Last names A-E
1. Knowledge and understanding (knowledge and understanding): To know and to know how to steer between the models and theories of Educational Psychology; Recognize the educational psychology processes in formal, informal and non-formal; 2. Knowledge and understanding applied (applying knowledge and understanding): Knowing define and evaluate the application of different theories and models from the differentiation of contexts, actors and processes; 3. Making judgments (Making judgments): be able to distinguish between theories and their practical-empirical application; 4. Communication skills (communication skills): knowing how to communicate research and educational psychology processes, adapting it to the contexts and environments; 5. Ability to learn (learning skills): knowing how to build an autonomous path of research and be able to carry out surveys in the research practice, able to transfer theoretical knowledge into empirical contexts.
Learning Objectives - Last names F-O
1. Knowledge and understanding (knowledge and understanding): To know and to know how to steer between the models and theories of Educational Psychology; Recognize the educational psychology processes in formal, informal and non-formal; 2. Knowledge and understanding applied (applying knowledge and understanding): Knowing define and evaluate the application of different theories and models from the differentiation of contexts, actors and processes; 3. Making judgments (Making judgments): be able to distinguish between theories and their practical-empirical application; 4. Communication skills (communication skills): knowing how to communicate research and educational psychology processes, adapting it to the contexts and environments; 5. Ability to learn (learning skills): knowing how to build an autonomous path of research and be able to carry out surveys in the research practice, able to transfer theoretical knowledge into empirical contexts.
Learning Objectives - Last names P-Z
Knowledge and understanding: Knowing the main theoretical approaches of educational psychology; knowing of the main theoretical models in school and educational psychology.
Applying knowledge and understanding: Recognizing the main processes in educational psychology, and identifying the components and evaluate them in relation to the context.
Making judgements: identifying and implementing the more appropriate ways to observe, evaluate, and intervene on the main processes in educational psychology; ability to analyse a research paper.
Communication skills: ability to communicate the main components of theoretical models in educational psychology, their educational implications, taking into consideration also the context in which the message is delivered.
Learning skills: ability to synthesize different prospective, apply theory to practice, identify the most appropriate methodology to explore a problem, adapt the theoretical model to the specific context, and build a research autonomy.
Prerequisites - Last names A-E
Knowledge of developmental psychology and educational psychology at high school level. Italian language, written and oral, at high school level, and specialized vocabulary of written and spoken English in developmental and educational psychology.
Prerequisites - Last names F-O
Knowledge of developmental psychology and educational psychology at high school level. Italian language, written and oral, at high school level, and specialized vocabulary of written and spoken English in developmental and educational psychology.
Prerequisites - Last names P-Z
Basic knowledge of themes and concepts in general psychology and research methodology. A basic knowledge of English, allowing the student to read some material in English.
Teaching Methods - Last names A-E
Slide projections on the concepts presented and discussed during the lessons, including video materials that illustrate and motivate students' interest presumably also visually and emotionally to the study of the concepts discussed.
Teaching Methods - Last names F-O
Slide projections on the concepts presented and discussed during the lessons, including video materials that illustrate and motivate students' interest presumably also visually and emotionally to the study of the concepts discussed.
Teaching Methods - Last names P-Z
Lectures to explain the main theoretical concepts. Introduction of assessment and intervention instruments. Discussion of cases and scenarios in educational psychology. Activities to apply main concepts discussed in class.
Further information - Last names A-E
Students are advised to carefully follow the lessons in order to perform adequately the study of the reference books and more generally on the scholarly bibliography of this subject area.
Further information - Last names F-O
Students are advised to carefully follow the lessons in order to perform adequately the study of the reference books and more generally on the scholarly bibliography of this subject area.
Type of Assessment - Last names A-E
The examination will be written: 5 open questions precisely focused on reference exam books.
Type of Assessment - Last names F-O
The examination will be written: 5 open questions precisely focused on reference exam books.
Type of Assessment - Last names P-Z
The exam is written. Students will be asked multiple-choice and short question on the main textbook. Students will be asked open questions on the book of their choice and on the monothematic issue in the form of a short essay.
Course program - Last names A-E
From discussion of key concepts about developmental psychology processes, the course aims to expose the central ideas useful for the performance of educators in life span perspective. Particular attention is devoted to the topic of motivation to learn: what concepts are important to be able to motivate someone in learning activities? Also it will be examined the concepts of 'performance analysis', 'evaluation process', 'transformation process' with particular reference to life span perspective. All concepts will be developed at the light of the main perspectives of the study of psychology, especially developmental and educational psychology today.
Course program - Last names F-O
From discussion of key concepts about developmental psychology processes, the course aims to expose the central ideas useful for the performance of educators in life span perspective. Particular attention is devoted to the topic of motivation to learn: what concepts are important to be able to motivate someone in learning activities? Also it will be examined the concepts of 'performance analysis', 'evaluation process', 'transformation process' with particular reference to life span perspective. All concepts will be developed at the light of the main perspectives of the study of psychology, especially developmental and educational psychology today.
Course program - Last names P-Z
The course will present the following topics:
Theories and methods: Approaches to school learning; Methodology in educational psychology
Learning processes: Intelligence; Motivation; Metacognition; Studying; Emotions.
Educational psychology today: Effective learning environments; Neuroscience and educational psychology
Emergent literacy
Dyslexia and dysorthographia
Reading comprehension
Cooperative learning
Intercultural competence
Theory of Mind
Scientific conceptualization
Narrative competence
Thinking processes