Study plan

Pedagogia e scienze dell'educazione e della formazione (percorso valido anche ai fini del conseguimento del doppio titolo italo-russo)

First year

Orientamento unico
Course		Semester	CFU	SSD
1023614 - FROM INDICATORS TO EVALUATION OF EDUCATIONAL SYSTEM		First semester	6	M-PED/04
99710 - HISTORY OF PHILOSOPHY	Democracy and the crisis of intermediation Democracy is, technically, a system of government in which all citizens can vote to determine community decisions. Nevertheless, this is not enough to guarantee the efficacy of the system and a proper functioning of democracies, even in the presence of guarantees such as checks and limits, freedom of speech and association, protection of minorities and their choices. Since years, we are facing a crisis of democracy and of the project of democratization of the world. The course aims to examine and comment on some of the most relevant positions, pro and against the democratic method. Particularly, the epistocratic critics to the forms of direct democracy and the influence of social media on democratic policies will be investigated. Obiettivi (EN): Acquisition of some key notions related to democracy, through the introduction to the history of the concept and the contemporary debate on its crisis; ability to read critique of the actuality and its historical-philosophical contextualization; providing elements of a specialized philosophical vocabulary to orient oneself in the debate and self-assessment of the texts; development of personal argumentative and expressive skills.	First semester	6	M-FIL/06
10589718 - General pedagogy advanced course		First semester	6	M-PED/01
1052320 - EXPERIMENTAL EDUCATION Advanced Course	The course will address the problem of the relationship between measurement, comprehension and evaluation both from the theoretical point of view, placing it within an overall analysis of the knowledge processes, and from the point of view of empirical and experimental research, considering the implications for the education. In the lessons these topics will be approached with a critical approach through the reference to a plurality of sources and documents. Once the course has been completed the students and students will have acquired knowledge related to the themes of experimental pedagogy declined in a specialized key and will be able to know and understand issues and problems related to the relationships between education and theories of evaluation and measurement of learning through tests structured They will also have acquired specialist knowledge related to the use of observation and detection tools in the educational field and refined the knowledge related to the use of research and analysis methodologies (Knowledge and comprehension skills - knowledge and understanding) Through the attendance of the experimental pedagogy course, students will develop the ability to apply the acquired knowledge and skills and to design and conduct experimental research, to construct validate and use assessment and observation tools in different educational contexts. In short, they will be able to apply the acquired knowledge related to the educational sciences to educational research contexts (ability to apply knowledge and understanding - applying knowledge and understanding). At the end of the course the students will be able to interpret information and be able to reflect on the problems related to the field of study, showing that they have acquired a scientific attitude and possess critical and self-critical skills. Specifically, they will have gained particular attention to critical analysis in the context of educational nests and services for young children (or 3 years) and their families (Autonomy of judgment - making judgments) Through the study and study of the themes of experimental pedagogy, analysis and discussion of the tools and students will further develop high-level communication skills in the ability to analyze data and presentation of research results. This in order to favor the ability to know how to relate with others, identify oneself in one's job role and know how to work in a group in the exchange of information within the research community and outside towards a more general public (Communication skills - communication skills ). A broader result of the course is represented by the refinement of the skills to learn. Through the attendance to the course, students will acquire greater ability to interpret information and be able to reflect on problems related to the field of study, showing that they have acquired a scientific attitude and possess critical and self-critical skills. The ability to learn and consolidate the skills necessary to integrate into the constantly evolving world of work and take an active part in society will also be strengthened (Ability to learn -learning skills).	Second semester	6	M-PED/04
10589620 - Design of Educational Services		Second semester	6	M-PED/04
1052319 - HISTORY OF EDUCATION Advanced Course		Second semester	6	M-PED/02
- A SCELTA DELLO STUDENTE		Second semester	6
gruppo OPZIONALE Altre conoscenze utili per il mondo del lavoro		Go to group
OPZIONALE 2		Go to group

Second year

Orientamento unico
Course		Semester	CFU	SSD
1023617 - DIDACTICS OF SCIENCES	Educational goals:  to know and understand topics and problems within the study area of mathematical, physical and natural science didactics;  to learn to see, recognize and appreciate the connections that city objects and places have with sciences and with their story;  to experience, through a first-hand example, diversified and active methods of teaching-learning, where body and movement in space are tools of knowledge too;  to appreciate the real operability connected to the thinking and planning active teaching materials;  to apply the didactic-pedagogical knowledge in realizing educational projects;  to make the students feel responsible for their knowledge co-construction. Acquired knowledge:  to recognize the effect of the knowledge, also a scientific one, of city objects and places;  to experience a reading of scientific texts (direct texts of scientists or of science history or of epistemology), even asking questions regarding science's participation in the history of an era, in a society's culture and history, and in problems of intercultural kind and type;  to know and understand the methodological and didactic aspects of the experiences and activities had during the course, with reference to the scientific topics addressed. At the end of the course, the student will have an advanced knowledge of research aspects in science areas, such as the passages from a description to the next schematization, quantification and research of the causes of a phenomenon observed. The student will also have acquired knowledge on an historical epistemological plan within the science area [Dublin Descriptor No. 1]. The skills acquired will be about a greater ability in working in group, in making questions with a clear and correct wording, in thinking of one's learning and mental difficulties and uncertainties, in analysing the educational aspects from the point of view of several disciplines involved in educational and training actions. The student will have added ways of use of his/her body and sensorial abilities among the knowledge tools [Dublin Descriptor No. 2]. Acquired cross proficiency is about critical and judgmental abilities strengthened by a participation to reflection and laboratory activities, as well as about the ability of asking questions and use a circumstantial-kind method [Dublin Descriptor No. 3]. Course's halfway activities and final ones under the form of "Science stand" organized by the students autonomously or in group and presented to recipients specialised or not will allow to use explanatory skills, and to choose relevant questions, materials and problems, also on the recipients' age basis, and to apply skills of following evaluation of the proposed actions in a multidisciplinary viewpoint [Dublin Descriptor No. 4]. The student will have reached meta-reflection skills about his/her own attitude and others' toward new situations and topics regarding scientific disciplines, as well as uncertainties and difficulties in understanding, so as the student will be better equipped to continue autonomously his/her study during the whole life, and to examine in depth the scientific topics and those of educational planning; he/she will also know how to critically face, with a complexity viewpoint, materials relative to scientific disciplines [Dublin Descriptor No. 5]. Learning results - Skills acquired:  students who pass the exam are able to create, plan and evaluate interventions and educational projects through museum visits and in meaningful anthropic and natural spaces, and to select and reject pieces of information concerning the topics studied in formal and informal contexts.	First semester	6	MAT/04
1052322 - Psychometrics - Advanced Course		First semester	6	M-PSI/03
- A SCELTA DELLO STUDENTE		First semester	6
AAF1793 - Advanced Internship	An educational internship is compulsory for all students, and it must be done in public, private, or third sector external companies or institutions that have an agreement with the University, train professional profiles coherent with the study course, and are related to the various contexts and sectors where a graduate in pedagogy can work. It is possible to ask for the acknowledgement of work activity coherent with one's study course. With the internship, the student can put into practice what he/she has learned in the Programme and can find his/her way in the world of work and professions. With the internship, the student also has the possibility to learn and apply the so-called cross skills needed to enter the world of work (relational, communication, and instrumental skills). In order to have his/her activity acknowledged, the student must prepare a written report explaining the knowledge and abilities learned during the internship.	Second semester	6
- A SCELTA DELLO STUDENTE		Second semester	6
1020951 - HYGIENE	The course is mainly aimed at supplying deep knowledge and understanding skills of the main principles of Hygiene, of determinants of health and disease, of principles of health education and prevention, in order to make the student able to apply them for health promotion and maintenance in any operational context. The specific goals are:  to know and understand the main social health, demographic and health indicators;  to know and understand the fundamental concepts of hygiene and epidemiology of infectious and chronic degenerative diseases, as well as of environmental hygiene;  to know and prevent some menaces to public and individual health, operating on social and ethical responsibilities, especially on vaccine issues, smoking, obesity and posture;  to know and understand issues on global health. At the end of the course, the student is expected to (Learning results):  know and understand the elements to promote health and prevention culture, especially in the school and among the youths;  identify the health social determinants (the "weak" subjects) and the measurement methods of the health state. At the end of the course, the student, applying the acquired knowledge, will (Skills to be acquired):  be able to promote health and prevention culture;  know well his/her role of educator and model for promotion and maintenance of healthy lifestyles;  be able to analyse, with scientific proficiency, critical abilities and autonomously, problems and data concerning health and its protection;  be able to carry out researches with a scientific method and make analysis with a presentation of data, to communicate the results and to engage with colleagues.	Second semester	6	MED/42
AAF1022 - Final exam		Second semester	24
OPZIONALE 1		Go to group

Optional Groups

**gruppo OPZIONALE Altre conoscenze utili per il mondo del lavoro : The student must acquire 6 CFU from the exams below**
Course		Year	Semester	CFU
AAF1799 - OTHER USEFUL SKILLS FOR INCLUSION IN THE WORLD OF WORK advanced	Other information useful to enter the world of work The specific goal is to allow the student to unite his/her theoretical knowledge to a more specific knowledge related to the world of work and professions. The student can acquire further knowledge and abilities on the world of work by participating to conferences, seminars, conventions, educational activities (shows, exhibitions) on themes connected to the Programme, workshop activities, exercises of research/study, and projects. With these activities, the student has the possibility to learn and apply the so-called cross skills needed to enter the world of work (relational, communication, and instrumental skills). In order to obtain the acknowledgement, the student must prepare a written report where he/she shortly describes and duly documents his/her experience.	First year	First semester	6
AAF1797 - OTHER USEFUL SKILLS FOR INCLUSION IN THE WORLD OF WORK advanced	Other information useful to enter the world of work The specific goal is to allow the student to unite his/her theoretical knowledge to a more specific knowledge related to the world of work and professions. The student can acquire further knowledge and abilities on the world of work by participating to conferences, seminars, conventions, educational activities (shows, exhibitions) on themes connected to the Programme, workshop activities, exercises of research/study, and projects. With these activities, the student has the possibility to learn and apply the so-called cross skills needed to enter the world of work (relational, communication, and instrumental skills). In order to obtain the acknowledgement, the student must prepare a written report where he/she shortly describes and duly documents his/her experience.	First year	First semester	4
AAF1798 - OTHER USEFUL SKILLS FOR INCLUSION IN THE WORLD OF WORK advanced	Other information useful to enter the world of work The specific goal is to allow the student to unite his/her theoretical knowledge to a more specific knowledge related to the world of work and professions. The student can acquire further knowledge and abilities on the world of work by participating to conferences, seminars, conventions, educational activities (shows, exhibitions) on themes connected to the Programme, workshop activities, exercises of research/study, and projects. With these activities, the student has the possibility to learn and apply the so-called cross skills needed to enter the world of work (relational, communication, and instrumental skills). In order to obtain the acknowledgement, the student must prepare a written report where he/she shortly describes and duly documents his/her experience.	First year	First semester	2
AAF1681 - Competences in academic writing	The workshop is planned to supply the students with the basic knowledge about textual analysis. The focus is on the role the language has in the process of knowledge building within contexts of high education, especially those aimed at training educational coordinators for educational services addressed to children and their families. The setting up is typical of contexts of practice and research. Students will apply themselves in a field research that allow them to examine in depth subjects connected to a professional writing, with specific reference to educational and high education contexts, and to build and expertly use tools of data collection and analysis. Participation to the workshop activities allows the students to acquire a knowledge concerning writing's characteristics meant as educational and professional mediator as a mean that contributes to knowledge building in its different forms. They may also understand the value of writing process as a tool of professionalisation in fields and areas where forms of intervention on others occur: care jobs, teaching, training. In other words, all the fields included in education and learning sciences (Knowledge and understanding). Participation to the workshop may also allow the students to create, plan and evaluate research educational projects and interventions in the area of skilled writings in an educational context. During the activities, they can conduct a research on written productions and on feelings and attitudes toward writings of students enrolled in pedagogical Bachelor's Degree courses of La Sapienza University, and they will compile a research report available to the whole scientific community (Applying knowledge and understanding). Judgment autonomy students will have acquired at the end of the course will result in inclination to collect, understand and think about problems and data within the research field chosen and shared inside the workshop, proving to have a scientific attitude and critical and self-critical ability (Making judgements). Workshop activities will allow the students to deeply reflect on communicative abilities, with a special regard to the area of education sciences. Report compiling will allow them to have a better skilled writing proficiency and, more generally, will help the students to acquire a technical and specialized language of teaching (Communication skills). All activities carried out during the course will result in a general improvement of learning abilities, that in this case means knowing how to collect and select informative sources, how to work in group and autonomously for a research project, and how to build and use collection tools, proving to have a scientific attitude and critical and self-critical ability (Learning skills).	First year	Second semester	6

**OPZIONALE 1: The student must acquire 6 CFU from the exams below**
Course		Year	Semester	CFU	SSD	Language
1044948 - Socialization and educational contexts		Second year	First semester	6	M-PSI/05
1044801 - Adolescent at risk: assessment and intervention	General aims. The course aims at providing the students with theoretical and practical knowledge that would them help understand how to use theoretical models for explaining risk behaviors in adolescence, highlighting evaluation processes and evidence based treatments. The expected learning outcomes would be: competent and critical reading of theoretical models related to developmental psychology, research reports and single case study, efficacy evaluations; competent planning of prevention programs and evidence based programs for typical and atypical adolescents (eg., autism spectrum disorder). The traditional lessons would allow students to master the main principles behind a correct evaluation program, evaluation of protective and risk factors in adolescence. Specific aims. Knowledge and understanding: passing the exam would imply being capable of understanding and using the most widely used tools for at risk adolescents and evidence based programs. Applying knowledge and understanding: passing the exam would imply mastering testing and planning intervention programs for specific target of adolescents. Making judgment: passing the exam would imply mastering the ability to make informed judgments and evaluations on test and questionnaires and for evidence based programs; such abilities would allow to detect pitfalls, limitations, and potential improvements and developments in the Italian context. These abilities would be attained through discussions on single case design, and evaluation reports. Discussions would be held in the traditional lessons as well as during the laboratory sessions. Communication skills: passing the exam would attest that students master the communication abilities and tools needed for an efficacious scientific communication for evaluation process, and evidence based programs. Learning skills: passing the exam would attest the acquisition of skills conducive to further learning related to psychological test and programs for at risk adolescents. During the traditional lessons such abilities would be transmitted by emphasizing different perspective on risk and protective factors, and showing – during the laboratory session –single case studies and prevention and treatment programs.	Second year	First semester	6	M-PSI/04

**OPZIONALE 2: The student must acquire 6 CFU from the exams below**
Course		Year	Semester	CFU	SSD
1055880 - Learning disabilities and special educational needs	Learning disabilities and special educational needs General aims. The course aims at building theoretical and practical knowledge to understand the cognitive and socio-emotional profiles of children with specific learning disabilities (namely, dyslexia) and other special educational needs. The expected learning outcomes would be as follows: (a) comprehension of a multifactorial model of human development in which several factors (i.e., neurobiological bases, cognitive mechanisms, emotions, family and school environment) interact to produce individual differences in cognitive development and learning profiles; (b) comprehension of the cognitive, emotional and social risk factors in children with special educational needs (SEN); (c) knowledge of the main tests and questionnaires for the assessment of the neurodevelopmental disorders that are the targets of this course; (d) knowledge of the Italian laws concerning special educational needs ability of synthesizing the main results of an assessment; (e) knowledge of guidelines for the intervention at school. The teacher-led lessons –enriched with discussion forums- will allow students to be reflective in understanding the heterogeneous individual profiles within a same diagnostic category, to understand dynamic functional profiles in which the weakness and strength points of individual children are emphasized. Laboratory sessions will allow students to practice assessment procedures (with tests and questionnaires that can be administered by teachers and educators), learn to synthesize in a short report the main results and interpret them. These skills will be built through analyses of video and simulations. Specific aims. Knowledge and understanding: passing the exam would imply having acquired concepts in relation to dyslexia and attention deficit and hyperactivity disorders. For each of these atypical developmental profiles the students will also know the cognitive functions and academic learning that are likely to be weak or impaired and the guidelines for the schoolwork. Applying knowledge and understanding: writing a short reports in which the results of a short assessment involving a primary school child or a small group of children (after the acquired informed consents) will allow to practice some of the main concepts shared in the lessons. Making judgment: passing the exam would imply the ability to make informed judgments and evaluations on test and questionnaires, to detect pitfalls, limitations, and potential improvements, guidelines for intervention. Communication skills: group presentations in which will be described and interpreted the main results of qualitative observations and tests, along with the guidelines for an intervention. Learning skills: passing the exam will imply writing short essays in which the student is asked to generate maps depicting the main concepts of theoretical lessons and answering to requests of explanation.	First year	First semester	6	M-PSI/04
10589625 - Cognitive Psychology		First year	First semester	6	M-PSI/01
1044952 - Psychoeducation of communication		First year	Second semester	6	M-PSI/04

School Regulations

The Masters Degree Course in Pedagogy and Learning Science (PSEF) (Class LM85) is a two-year course and is aimed at obtaining the Masters Degree.
Programme's purpose, as completion of the training acquired in the three-year L-19 class courses, is the achievement of the following educational goals related to possible job opportunities and the pursue of a further education and research:
1. strong and deep competences and knowledge, both theoretical and practical, in pedagogical and learning science, and in those disciplines, such as philosophy and psychology, that from one part contribute to the definition of the whole conceptual framework, and from the other one foster its application in the various educational contexts;
2. skills in analysing and dealing with the educational issues according to a pluri- and inter-disciplinary logic, typical of learning science;
3. an advanced knowledge, on an epistemological level too, within scientific disciplines;
4. a knowledge on the legal aspects about the national, European, and international educational systems;
5. an adequate mastery of educational research methods of theoretical, historical, empirical, and experimental nature, in formal, non-formal, and informal training environments;
6. competences and knowledge allowing to deal, in the various educational contexts, with the methodological and instrumental needs of planning, monitoring, and evaluation of products, processes, project systems, and intervention programmes;
7. a knowledge on the elements needed to promote health and prevention culture, especially in schools, preschool contexts, and among the youths, and to identify the methods for measuring health state;
8. mastery of dynamics at the base of scenarios and practices of permanent and lifelong learning, included the implications related to work and employment;
9. analysis, interpretation, and intervention skills related to social and educational implications of intercultural dynamics;
10. adequate skills in analysing and interpreting - and contextualising in the Italian framework - national and international studies and researches, and their political implications in educational fields;
11. a strong knowledge, also in comparative terms, and experimentation skills, with a reference to the sectors of educational science, at local, national, European, and international levels;
12. mastery of the main computer tools and of telematic communication in the specific competence areas.

Job Opportunities
Job opportunities are within the activities of educational research and consultation in the planning, management, and evaluation of interventions in various services operating in the educational area, as well as within the activities of orientation and evaluation.
More in detail, graduates will be able to work in private companies, agencies and institutions of professional training, business services, employment services, socio-educational and cultural services, museums, third sector organisations, institutions of educational and social research, and educational services of public administration.
They will be also able to participate in contests for teachers in secondary school, if they have the enough credits in the scientific disciplinary sector established by the laws in force.
Graduates can participate in the contest for PhD in the reference disciplinary areas.

Admission Requirements
You can access the Masters Degree Course in Pedagogy and Learning Science from the three-year courses of class XVIII of DM 509 (Learning Science) and class L19 of DM 270, from the Degree Programme in Primary Learning Science, as well as from the old-system Programme in Philosophy and in Pedagogy, according to the transfer criteria. The minimum requirements for the access from courses of other classes are 48 ECTS specified as follows: 12 ECTS in the sectors M-PED/01, M-PED/02, M-PED/03, and M-PED/04; 36 ECTS in the sectors M-PED/01, M-PED/02, M-PED/03, M-PED/04, M-PSI/01, M-PSI/02, M-PSI/03, M-PSI/04, M-PSI/05, M-PSI/06, M-PSI/08, SPS/01, M-FIL/01, M-FIL/02, M-FIL/03, M-FIL/04, M-FIL/05, M-FIL/06, M-FIL/08, M-STO/05, M-STO/02, M-STO/04, SPS/07, IUS/14, SECS-P/01, SECS-S/01, MED/25, MED/38, MED/39, and MED/42; students must also have passed the examinations for the English language and the computer abilities. A student can be admitted if he/she does not lack more than 12 ECTS. He/she can obtain these credits by taking exams in the sectors required, before the enrolment in the Course.
The Programme is with numerus clausus. The admission test verifies the possession or the acquisition of a knowledge related to the disciplines of the Programme. In order to verify the knowledge of a foreign language, it is planned an English test with multiple choice questions about the disciplinary lexicon, as established in the educational goals.

Types of Educational Courses

The Masters Degree Course in Pedagogy and Learning Science consists of two years.
It is organised in educational areas including activities in the following disciplines:
• educational pedagogical and methodological disciplines concerning the various recipients of the educational actions as well as the various contexts of intervention, that is the competences and knowledge typical of the Course
• philosophical, psychological, and medical disciplines as an essential integration of the study course
• workshops, internships, and other activities considered essential to enter the world of work and aimed at the completion of student's cultural and professional training.
In order to obtain the degree the student must have at least 120 credits.
The 6-credit exams are planned every six months.
Courses' Organisation
The educational activities include:
- academic courses aimed at supplying a theoretical knowledge about the various educational areas, giving the student the opportunity to critically compare theoretical and methodological models diversified and specific for each discipline; the courses are progressive, so that each one integrates the previous
- workshops, characterised by an experiential approach, coherent and integrated to each academic course, according to criteria of continuity and progression.

The Programme establishes that the student must not take more than 12 exams. From this number are excluded the internship and all other educational activities. The elective credits are counted as a single exam.
For special needs, the courses can be in other EU languages, indicating it in the annual Prospectus.
International Agreements
Thanks to collaboration agreements with foreign universities, it is possible to obtain a double degree.
There are two Masters Degree Courses with a double degree with two Russian universities:

1) since 2010, with the Moscow State University of Psychology and Education (’M.G.P.P.U.), as Diploma in Psychopedagogy of the Faculty of Educational Psychology, and as Masters Degree in Pedagogy and Learning Science of the Faculty of Medicine and Psychology of Sapienza University;
2) since 2014, with the North-Caucasus Federal University (NCFU) (Institute of Education and Social Sciences) of Stavropol, as Diploma in Psychopedagogy of the Faculty of Educational Psychology, and as Masters Degree in Pedagogy and Learning Science of the Faculty of Medicine and Psychology.
Those who follow this educational path obtain a double degree.
The double degree can be obtained studying in one of the two Russian locations or in Rome. The student who enrols in one of the two universities must obtain not less than 30 ECTS at the partner university by means of modules previously established by the Study Committee.
The 30 ECTS must be obtained by respecting the following conditions:
• by passing the exams for at least 18 ECTS;
• by acquiring experience in educational internships and/or preparation and dissertation of the thesis at the partner university.
The degrees are released by the two universities where the student has taken the exams.
Educational Path
The educational paths are approved by the President of the Course or of the Didactic Area.
Tutors
A tutor is assigned to each student since his/her enrolment and is chosen among the teachers of the Course. The tutor follows the student for the whole course, periodically verifying his/her training. The student must periodically update his/her own educational path. The student can ask for another tutor, if the previous one cannot follow him/her anymore.
List of the courses with the scientific-disciplinary sector and the credits:
Subdivision according the year

First year
48 credits in characterising educational activities
6 elective credits
6 credits in workshops

Second year
12 elective credits among the characterising educational activities
12 elective credits among the similar or supplementary educational activities
6 elective credits
6 credits in internships
24 credits in final test

Information on the Course

Types of Educational Courses

The Masters Degree Course in Pedagogy and Learning Science consists of two years.
It is organised in educational areas including activities in the following disciplines:
• educational pedagogical and methodological disciplines concerning the various recipients of the educational actions as well as the various contexts of intervention, that is the competences and knowledge typical of the Course
• philosophical, psychological, and medical disciplines as an essential integration of the study course
• workshops, internships, and other activities considered essential to enter the world of work and aimed at the completion of student's cultural and professional training.
In order to obtain the degree the student must have at least 120 credits.
The 6-credit exams are planned every six months.
Courses' Organisation
The educational activities include:
- academic courses aimed at supplying a theoretical knowledge about the various educational areas, giving the student the opportunity to critically compare theoretical and methodological models diversified and specific for each discipline; the courses are progressive, so that each one integrates the previous;
- workshops, characterised by an experiential approach, coherent and integrated to each academic course, according to criteria of continuity and progression.