Learning objectives
The course aims to develop students’ capabilities to: <br />
- recognise their own beliefs in the empirical research process, particularly in the educational field; <br />
- recognise the theoretical-methodological choices which characterise both the quantitative and qualitative empirical research in the educational field; <br />
- identify the most appropriate empirical research design in any given educational situation. <br />
Prerequisites
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Course unit content
<p>- General elements in the process of projecting a qualitative research path in education <br />
- Stages in different forms of qualitative research: research actions, ethnographical research, case studies. <br />
- Data survey instruments: interviews, direct observation <br />
- General aspects of critical research evaluation. <br />
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Full programme
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Bibliography
C. Coggi, P. Ricchiardi (2005), Progettare la ricerca empirica in educazione, Carocci, Bologna.
Teaching methods
The course will take an active form (interactive lessons, mini case studies, analysis of authentic documents, micro-simulations) and will continually make the most of the direct experiences of the participants and the interaction between the students. Classroom activities will be accompanied by the use of authentic materials and computer presentations. The course will constantly draw on the General and Social Pedagogy course and on other courses in the module. The learning process will be closely monitored during classroom activities through feedback. <br />
Students will be evaluated by oral exam during which they will be expected to apply the content covered and the abilities fostered during classroom activities to a concrete case. <br />
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Assessment methods and criteria
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Other information
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