The course will address social research methodology with particular reference to socio-educational contexts to offer students effective tools in teaching practices to understand and master the knowledge related to the methodology of human sciences.

In particular, it aims to elicit:

knowledge of social research methodology in the educational context
 

analysis of socio-educational phenomena: polycentrism in education as a scenario for educational research in today's landscape
 

theoretical deepening of the binomial socialization and education: from the pre-school educational context to processes in the school context
 

the multi-ethnic and multicultural dimension of the school
 

the host community and youth aggregation

Introduction to the course
 

Research as a social process. The aim of research.
 

Search route. The circularity between theory and empirical research. Cognitive styles and paradigms. The problem of knowledge.
 

The basic elements of research: problem, field, variables, hypotheses, methods, tools, sources.
 

Setting up the search. The phases. Descriptive, explanatory, transversal, longitudinal, census, sample researches. Sampling methods. Refinement and pre-test.
 

Conducting the research. Data collection. Quantitative and qualitative data. Hypothesis testing. Presentation of results.
 

0.    Research methods and techniques:
 

The survey: interview and questionnaire,
 

Social indicators
 

The experiment and its applications,
 

Observation,
 

Life stories,
 

Case studies and the comparative method
 

The use of documents and content analysis.
 

1.    Field search.
 

Studying socio-educational phenomena.
 

The family.
 

Socio-educational services for early childhood.
 

The school.
 

The training center.
 

Shelter and rehabilitation community.
 

Meeting places for young people.
 

Critical evaluation skills based on the acquisition of cultural and methodological sensitivities; mastery of knowledge related to the methodology of human sciences.
 

Students will acquire this basic knowledge through their taking part in lessons and analytical study of the texts proposed by the teacher and discussed in class.
 

Applying knowledge and understanding:
 

• Students should show their understanding of the concepts and theories illustrated in the course through classroom discussions, interaction with the teacher, and study of texts;
   
• In particular students should develop in-depth studies, from both a theoretical and empirical point of view, through classroom discussions, interaction with the teacher, and study of texts.

Making judgements:
 

• Critical reflection on the themes, topics, authors, and texts presented to recognize themes and problems of human sciences methodology in the socio-educational context
   
• This ability is developed through interaction in class, with the teacher and fellow students, and by reading essays, articles, and scientific contributions.
   

Communication skills:
 

• Clearly express the course content, explaining its meaning;
   
• Communicate through the use of subject specific language;
   
• Argue on themes and problems peculiar to the subject
   

Learning skills:
 

• Use knowledge and concepts to reason according to the specific logic of the curriculum;
   
• Use knowledge and concepts to promote the competence-based curriculum;
   
• Simulate curriculum planning, also in its integrated dimension;
   
• Move autonomously in the study of provided texts and didactic materials.
   

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

The didactic material prepared by the teacher - in addition to the recommended texts (such as slides, handouts, exercises, bibliography) and the specific teacher’s communications for the course -  are available on the Moodle platform › blended.uniurb.it.

Teaching Methods, Obligations, Study Texts and Assessments

Teaching

Classroom-taught lessons. Guided use of working materials uploaded by the teacher onto Moodle. Contextual study of texts and materials provided in all the indicated parts, alongside class attendance.

Materials will be made available to students onto Moodle, to allow them to contextualize the topics covered in the course. The didactic material provided by the teacher is available, along with other support activities, on the blended.uniurb.it platform. Supplementary and/or in-depth lessons will be arranged, upon student request,

Innovative teaching methods

Classroom-taught lessons. Guided use of working materials uploaded by the teacher onto Moodle. Contextual study of texts and materials provided in all the indicated parts, alongside class attendance.

Materials will be made available to students onto Moodle, to allow them to contextualize the topics covered in the course. The didactic material provided by the teacher is available, along with other support activities, on the blended.uniurb.it platform. Supplementary and/or in-depth lessons will be arranged, upon student request.

Attendance

Attendance is not mandatory.

Course books

E. Besozzi, M. Colombo, Metodologia della ricerca sociale nei contesti socio-educativi, Guerini, Milan 2014 (or subsequent reprints)
 

Dizionario critico di pedagogia, edited by M. Baldacci, Franco Angeli (Lemma: Scienze dell’educazione, by M.Chiara Michelini; Modelli educativi, by Luca Odini)
 

Assessment

Expected learning outcomes will be assessed through a written exam consisting of three open-ended questions. The time available to answer the proposed questions is 1 hour and 30 minutes. The evaluation criteria are: the level of mastery of knowledge, the degree of articulation of the answer, and the acquisition of cultural foundations suitable for developing critical evaluation skills. Each criterion is evaluated based on a four-level scale of values/judgments.

Particular relevance is given to the first two criteria. The written exam score is expressed out of thirty.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.