73217 - METODOLOGIA DELLA RICERCA EMPIRICA IN EDUCAZIONE

Learning outcomes

At the end of the course students will: know the methodological issues related to educational research; know both qualitative and quantitative methods of research; know the main research designs; know methods and tools to realize empirical educational research.

Furthermore, students will be able to: make a connection between multiple variables to perform complex analysis of specific educational environments; design a case study to deepen the knowledge of new or less studied educational fields and reflect autonomously upon them; structure a project presentation and report on progress and results of an empirical research; communicate clearly and correctly the results of an educational research using different communication channels and registers; use proper tools to monitor his/her own learning process, reflect upon it and activate a process of revision in order to improve it.

Course contents

The course aims to deepen the theoretical assumptions and methodological and operational aspects of empirical research in education and training.
The contents will be divided into two modules.
The first module will cover the following general aspects: 1) empirical research in the field of educational sciences; 2) the phases of quantitative research; 3) the moments of the different forms of qualitative research; 4) tools and procedures for data collection; 5) tools and procedures for data analysis and interpretation; 6) communication of results.
The second module, favouring a workshop approach, will develop - starting a teaching innovation - the following theoretical-operational aspects: 1) the design, planning, construction and administration of a questionnaire; 2) the design and conduct of interviews; 3) the design and conduct of observations.

Readings/Bibliography

Mandatory bibliography both for attending and not attending students:

- Coggi C., Ricchiardi P. (2005), Progettare la ricerca empirica in educazione, Roma, Carocci (Chap. 1, 2, 3 and 4).

- Lucisano P. e Salerni A. (2002), Metodologia della ricerca in educazione e formazione, Roma, Carocci (Chap. 1 and 6).

- Zammuner V.L. (2000), Tecniche dell'intervista e del questionario. Bologna, Il Mulino (Chap. 3, 4, 6 e 7). 

- Teacher's handout (available on the Virtual platform).

International students may replace the bibliography in Italian with the following mandatory text:

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge (Ch.: 1 The nature of enquiry: setting the field; 2 Mixed methods research; 3 Critical educational research; 4 Theory in educational research; 5 Evaluation and research; 6 The search for causation; 15 Qualitative, naturalistic and ethnographic research; 17 Surveys, longitudinal, cross-sectional and trend studies; 19 Case studies; 20 Experiments; 22 Action research; 24 Questionnaires; 25 Interviews; 26 Observation; 27 Tests; 32 Approaches to qualitative data analysis; 33 Organizing and presenting qualitative data; 34 Coding and content analysis; 40 Descriptive statistics).

Teaching methods

A method of delivering the course in presence will be adopted. Any remote modalities will be activated only and exclusively in the cases and according to the modalities provided by the indications defined at the University governance level.

The activities in presence will be delivered by lectures and group work.

Activities will focus on active teaching methods (interactive lessons, case studies, teamwork) with a continuous enhancement of the participants' direct experiences and interactions between students. The activities carried out with a laboratory approach will be the subject of a teaching innovation.

The students will also be involved in simple empirical research according to the internship activities and the final thesis preparation.

Assessment methods

During the course, the teacher will conduct formative assessment mainly through feedback related to the implemented activities to promote self-regulation and peers' external regulation.

Summative assessment will be carried out through an oral discussion. The ability to understand the declarative, procedural and contextual knowledge contained in the bibliography will be assessed, as well as the ability to apply them in simulated situations, grasp the interconnections, to identify assumptions and consequences.

Teaching tools

Computer-based presentations.
Authentic material for use in teamwork.
Video recordings.

Office hours

See the website of Massimo Marcuccio