Erika Marie PACE | Methodology Of Educational Research And Elements Of Special Pedagogy
Erika Marie PACE Methodology Of Educational Research And Elements Of Special Pedagogy
| 4422200020 | |
| DIPARTIMENTO DI SCIENZE UMANE, FILOSOFICHE E DELLA FORMAZIONE | |
| EQF7 | |
| SPORT AND MOVEMENT SCIENCE AND TECHNIQUES FOR ANALYSING AND PLANNING SPORTS FOR THE DISABLES | |
| 2018/2019 |
| OBBLIGATORIO | |
| YEAR OF COURSE 1 | |
| YEAR OF DIDACTIC SYSTEM 2018 | |
| PRIMO SEMESTRE |
| SSD | CFU | HOURS | ACTIVITY | ||
|---|---|---|---|---|---|
| METODOLOGIA DELLA RICERCA DIDATTICA | |||||
| M-PED/03 | 6 | 36 | LESSONS | ||
| ELEMENTI DI PEDAGOGIA SPECIALE | |||||
| M-PED/03 | 6 | 36 | LESSONS | ||
| Objectives | |
|---|---|
| DESCRIPTION AND AIM OF THE MODULE THIS COMPULSORY MODULE IS DIVIDED INTO TWO TEACHING UNITS: “RESEARCH METHODS IN DIDACTICS” (DR. E.M. PACE) AND “FOUNDATIONS OF SPECIAL PEDAGOGY” (DR. I. ZOLLO), EACH OF WHICH CARRY 6ECTS (36 HOURS) FOR A TOTAL OF 12ECTS (72 HOURS). THE AIM OF THE TEACHING UNIT “RESEARCH METHODS IN DIDACTICS”, TAUGHT BY DR. E.M. PACE, IS TO EQUIP STUDENTS WITH THE THEORETICAL BACKGROUND, PRACTICAL TOOLS AND ATTITUDES TO INTERPRET, CRITICALLY ANALYSE AND DESIGN RESEARCH STUDIES IN THE FIELD OF EDUCATION AND DIDACTICS, WITH A PARTICULAR EMPHASIS ON PHYSICAL ACTIVITY AND SPORT FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. THE AIM OF THE TEACHING UNIT “FOUNDATIONS OF SPECIAL PEDAGOGY”, TAUGHT BY DR. I. ZOLLO, IS TO REFLECT ON THE EPISTEMOLOGICAL BASES OF SPECIAL PEDAGOGY, RECONSTRUCT THE HISTORICAL-CULTURAL FRAMEWORK OF THE DISCIPLINE, PRESENT THE INCLUSIVE PEDAGOGICAL METHODS AND PRACTICES, INVESTIGATE THE DISCIPLINE OF SPECIAL PEDAGOGY AS A "SCIENCE OF MEDIATION AND DIFFERENCES" WITH A SPECIFIC REFERENCE TO THE EDUCATIONAL IMPACT OF THE MOVEMENT. LEARNING OUTCOMES: TEACHING UNIT “RESEARCH METHODS IN DIDACTICS” KNOWLEDGE AND UNDERSTANDING: BY THE END OF THE MODULE, THE STUDENTS SHOULD HAVE ACQUIRED THE BASIC CONCEPTS REGARDING THE PROCEDURE INVOLVED IN DRAWING UP RESEARCH PROTOCOLS FROM THE IDENTIFICATION OF A RESEARCH PROBLEM TO CONDUCTING LITERATURE SEARCHES, SAMPLING, CHOOSING THE RIGHT METHODS AND TOOLS FOR DATA COLLECTION, AND ANALYSING AND REPORTING RESULTS. APPLIED KNOWLEDGE AND SKILLS: BY THE END OF THE MODULE, THE STUDENTS SHOULD BE ABLE TO -READ, INTERPRET AND CRITICALLY EVALUATE EDUCATIONAL RESEARCH; -EXPLAIN AND APPLY THE FOLLOWING FUNDAMENTAL CONCEPTS UNDERPINNING RESEARCH: TYPES OF VARIABLES, OPERATIONALISATION, SAMPLING, RELIABILITY, AND VALIDITY OF RESEARCH METHODS AND TOOLS; -HIGHLIGHT THE ETHICAL ISSUES TO BE CONSIDERED WHEN CONDUCTING RESEARCH AND PUT ETHICAL RESEARCH STANDARDS INTO PRACTICE WHEN DESIGNING A STUDY; -COMPARE AND CONTRAST QUANTITATIVE, QUALITATIVE, MULTI AND MIXED METHODS DESIGNS AND CHOOSE APPROPRIATE DATA COLLECTION PROCEDURES ACCORDINGLY; -EXPLAIN THE IMPORTANCE OF THE LITERATURE REVIEW PHASE TO CREATE RESEARCH QUESTIONS AND HYPOTHESES AND TO IDENTIFY AND ANALYZE THE APPROPRIATE METHOD AND VARIABLES NEEDED FOR RESEARCH QUESTIONS; -DESIGN AND USE A VARIETY OF RESEARCH METHODS AND TOOLS FOR DATA COLLECTION; -PLAN A COHERENT RESEARCH PROPOSAL THAT INCLUDES AN ABSTRACT, A RATIONALE BASED ON A SOUND LITERATURE REVIEW, RESEARCH QUESTIONS AND AIMS, SPECIFIC OBJECTIVES, ETHICAL CONSIDERATIONS, AND METHODOLOGY. TEACHING UNIT “FOUNDATIONS OF SPECIAL PEDAGOGY” KNOWLEDGE AND UNDERSTANDING: BY THE END OF THE MODULE THE STUDENTS SHOULD HAVE ACQUIRED KNOWLEDGE ABOUT: -THE EPISTEMOLOGICAL, CULTURAL AND HISTORICAL PREREQUISITES TO DEVELOP THE INCLUSION PERSPECTIVE BOTH AT THE SCHOLASTIC AND SOCIAL LEVEL; -THE METHODOLOGICAL UNDERPINNINGS TO PROMOTE INCLUSIVE CONTEXTS; -THE OPERATIONAL TOOLS TO SET UP THE ORGANIZATION OF THE CLASS FOR THE INCLUSION OF STUDENTS WITH DISABILITIES AND SPECIAL EDUCATIONAL NEEDS. APPLIED KNOWLEDGE AND SKILLS: BY THE END OF THE MODULE, THE STUDENTS SHOULD BE ABLE TO: -RECOGNIZE THE SPECIAL EDUCATIONAL NEEDS AND SPECIFIC DIFFICULTIES OF THE STUDENTS AS WELL AS THEIR POTENTIAL; -LEAD STUDENTS TO IDENTIFY THEIR OWN COGNITIVE AND LEARNING STYLES, AND CHOOSE THE MOST EFFECTIVE AND SUITABLE STRATEGIES; -ORGANIZE AN INCLUSIVE CLASS ON THE BASIS OF THE METHODS AND TOOLS PROPOSED IN SPECIAL PEDAGOGY; -DESIGN AN INCLUSIVE PROJECT. |
| Prerequisites | |
|---|---|
| PRIOR KNOWLEDGE: FOR THE TEACHING UNIT “RESEARCH METHODS IN DIDACTICS” (DR. E.M. PACE), IT IS EXPECTED THAT, DURING THEIR UNDERGRADUATE COURSES, STUDENTS HAVE GAINED FAMILIARITY WITH THE FOLLOWING TOPICS: - QUALITATIVE AND QUANTITATIVE RESEARCH METHODS AND TOOLS; - RESEARCH TECHNIQUES AND APPROACHES USED IN THE FIELD OF INCLUSIVE PHYSICAL ACTIVITY AND THEIR APPLICATION IN FORMAL AND INFORMAL EDUCATIONAL CONTEXTS. FOR THE TEACHING UNIT “FOUNDATIONS OF SPECIAL PEDAGOGY” (DR. I. ZOLLO) THE THEMES COVERED REQUIRE THE BASIC KNOWLEDGE OF THE HISTORY OF THE DISCIPLINE, THE MAIN STUDY APPROACHES TO SPECIAL AND INCLUSIVE PEDAGOGY AS WELL AS ITS APPLICATION TO FORMAL AND INFORMAL EDUCATIONAL CONTEXTS. |
| Contents | |
|---|---|
| CONTENTS TEACHING UNIT “RESEARCH METHODS IN DIDACTICS” (DR. E.M. PACE) THE COURSE WILL FOCUS ON THE FOLLOWING TOPICS: - INTRODUCTION TO RESEARCH METHODS IN DIDACTICS. REFLECTIONS ON THE RESEARCHER’S ONTOLOGICAL, EPISTEMOLOGICAL AND METHODOLOGICAL POSITION. (2 HOURS – LECTURE). - RESEARCH DESIGN. CHOOSING A RESEARCH TOPIC, FORMULATING A RESEARCH QUESTION, ESTABLISHING A RESEARCH AIM AND IDENTIFYING SPECIFIC OBJECTIVES (3 HOURS – LECTURE + WORKSHOP) - ETHICAL CONSIDERATIONS IN EDUCATIONAL RESEARCH (2 HOURS - LECTURE) - CHOOSING AN APPROACH: QUALITATIVE, QUANTITATIVE, MIXED OR MULTI METHOD DESIGN? (2 HOURS - LECTURE) - INTRODUCTION TO SOME OF THE METHODOLOGIES USED IN EDUCATIONAL RESEARCH: ACTION RESEARCH, CASE STUDIES, EXPERIMENTAL DESIGNS (6 HOURS - LECTURE) - REVIEWING THE LITERATURE: IDENTIFYING AND USING ONLINE DATABASES (4 HOURS – LECTURE + WORKSHOP) - SAMPLING (2 HOURS – LECTURE) - DATA COLLECTION PROCEDURES IN EDUCATIONAL RESEARCH: QUESTIONNAIRES, INTERVIEWS, FOCUS GROUPS, OBSERVATIONS, DIARIES, NARRATIVES (5 HOURS – LECTURE + WORKSHOP) - ANALYSING QUANTITATIVE AND QUALITATIVE DATA: (6 HOURS – LECTURE + WORKSHOP) - MAKING SENSE OF RESULTS (2 HOURS - LECTURE) - REPORT WRITING (2 HOURS - WORKSHOP) TEACHING UNIT “FOUNDATIONS OF SPECIAL PEDAGOGY” (DR. I. ZOLLO) THE COURSE WILL FOCUS ON THE FOLLOWING TOPICS: - EPISTEMOLOGICAL FOUNDATIONS OF SPECIAL PEDAGOGY AS A SCIENCE OF MEDIATION AND DIFFERENCES (4 HOURS) - SEMANTIC AND HISTORICAL EVOLUTION: THE DISABILITY BETWEEN KNOWLEDGE AND PREJUDICE (2 HOURS) - AT THE DAWN OF SPECIAL PEDAGOGY (2 HOURS) - SPECIAL PEDAGOGY BECOMES SCIENCE (4 HOURS) - MULTIPLE FORMS OF INTELLIGENCE, DIFFERENTIATED DEVELOPMENT AND EDUCATIONAL RELEVANCE OF MOVEMENT (4 HOURS) - LEV VYGOTSKY AND THE PEDAGOGY OF MEDIATION (4 HOURS) - INCLUSIVE TEACHING AND DIFFERENTIATED EDUCATION (2 HOURS) - "SPECIAL EDUCATIONAL NEEDS"? WHAT TYPE OF SOCIAL INCLUSION? (4 HOURS) - PEDAGOGICAL OBSERVATION AND POTENTIAL-LEARNING PROFILE (2 HOURS) - THE PEDAGOGICAL LESSON OF PEOPLE WITH DISABILITIES (2 HOURS) - SPECIAL PEDAGOGY AND OTHER SCIENCES (2 HOURS) - RONALD GULLIFORD: AT THE ORIGINS OF THE CONCEPT OF "SPECIAL EDUCATIONAL NEED" (4 HOURS) |
| Teaching Methods | |
|---|---|
| TEACHING METHODS DELIVERY OF LECTURES, GROUPWORK AND HANDS-ON PRACTICE SUMMING UP TO A TOTAL OF 72 HOURS (12ECTS); 36 HOURS (6ECTS) PER TEACHING UNIT. |
| Verification of learning | |
|---|---|
| ASSESSMENT THE ASSESSMENT OF THE LEARNING OUTCOMES COMPRISES A PROJECT PROPOSAL AND AN ORAL EXAM ON BOTH TEACHING UNITS (“RESEARCH METHODS IN DIDACTICS” [DR. E.M. PACE] AND “FOUNDATIONS OF SPECIAL PEDAGOGY” [DR. I. ZOLLO]). THE FOCUS OF THE RESEARCH PROJECT WILL BE AGREED UPON WITH THE STUDENTS. HENCE, MORE INFORMATION WILL BE MADE AVAILABLE DURING THE COURSE. THE PROJECT WILL HAVE TO BE SENT 7 DAYS PRIOR TO THE EXAM DATE BOOKED. IT IS SUGGESTED THAT STUDENTS NOT ATTENDING THE COURSE ARE TO CONTACT THE LECTURER AS EARLY AS POSSIBLE TO HAVE FURTHER INFORMATION. THE ORAL EXAM IS AIMED AT ASSESSING THE LEVEL OF KNOWLEDGE AND THE ABILITY TO CRITICALLY REFLECT ON THE THEMES DISCUSSED THROUGHOUT THE COURSE AND PRESENTED IN THE SUGGESTED TEXTBOOKS. THE ASSESSMENT CRITERIA INCLUDE THE STUDENTS’ ABILITY TO PRESENT THEIR ARGUMENTS CLEARLY, COHERENTLY AND ANALYTICALLY AS WELL AS THEIR ABILITY TO APPLY THE KNOWLEDGE ACQUIRED BY GIVING CONCRETE CONTEXT-RELATED EXAMPLES. |
| Texts | |
|---|---|
| READINGS TEACHING UNIT: RESEARCH METHODS IN DIDACTICS (DR. E.M. PACE) - AIELLO, P. (2012). METODI E STRUMENTI DELLA RICERCA DIDATTICA SUL CORPO IN MOVIMENTO. LECCE: PENSA EDITORE. ADDITIONAL MATERIAL AVAILABLE AT: HTTPS://DOCENTI.UNISA.IT/028593/RISORSE OPTIONAL READINGS: - AIELLO, P. (2012). IL CAMMINO DELLA RICERCA DIDATTICA SUL CORPO IN MOVIMENTO VERSO LA SEMPLESSITÀ. LECCE: PENSA EDITORE. TEACHING UNIT: FOUNDATIONS OF SPECIAL PEDAGOGY (DR. I. ZOLLO) - GOUSSOT, A. (2015). LA PEDAGOGIA SPECIALE COME SCIENZA DELLE MEDIAZIONI E DELLE DIFFERENZE. FANO: ARAS EDIZIONI - AIELLO, P. (2018). RONALD GULLIFORD. ALLE ORIGINI DEL CONCETTO DI “BISOGNO EDUCATIVO SPECIALE”. MILANO: FRANCO ANGELI. OPTIONAL READINGS: - SIBILIO, M. & AIELLO, P. (2015) (A CURA DI). FORMAZIONE E RICERCA PER UNA DIDATTICA INCLUSIVA. MILANO: FRANCO ANGELI. |
| More Information | |
|---|---|
| ATTENDANCE TO THE MODULE IS SUGGESTED. ERASMUS STUDENTS AND THOSE NOT ATTENDING THE MODULE ARE INVITED TO CONTACT THE LECTURERS TO HAVE FURTHER INDICATIONS REGARDING THE PROGRAMME CONTENTS AND THE PROJECT ENVISAGED AS AN INTEGRAL PART OF THE EVALUATION. |
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