Education and Training Science

The course aims to promote knowledge of learning processes and their evolution from preschool age to adolescence, with particular attention to the challenges and resources present in educational contexts. Particular attention will also be paid to specific conditions of vulnerability that characterize adolescence and their management in educational contexts. To this end, the course is divided into two parts. The first part (4 CFU, 32 hours) begins with an introduction to the main theoretical approaches that illustrate learning processes. This is followed by an in-depth analysis of the cognitive, metacognitive and motivational processes involved in learning (e.g. attention, memory, intelligence, metacognition, motivation). The explanatory models of basic school learning (e.g. reading, writing, mathematics) are then presented, with particular attention to the conditions of vulnerability of students with special educational needs. This part of the course concludes with an in-depth analysis of the cognitive processes and skills that are considered prerequisites for basic school learning, and which can be assessed and strengthened starting from nursery school. The second part of the course (2 CFU, 16 hours) is devoted to the risk conditions that characterize adolescence. Different risk conditions are presented starting from the understanding of the predisposing factors and introducing the methods of identification, prevention and intervention in educational contexts. In particular, the phenomena of bullying and cyberbullying, the risks related to the use of new technologies, and the challenges regarding the cultural integration of foreign students will be discussed. During this second part of the course, a series of optional activities will be proposed. The students’ participation in these activities will be evaluated with a maximum of 3 additional points, which will be added to the exam grade. Specifically: 1. Collaborative activities in small groups will be proposed to attending students, consisting in the planning of a prevention intervention targeted to schools and focused on one of the risk conditions illustrated during the course. For this activity, a specific bibliography will be provided during the course. The product of the group’s work will be evaluated with a maximum of 2 additional points added to the exam grade. 2. During the course, a series of thematic online forums will be proposed on the e-learning webpage of the course, aimed at stimulating discussion and critical thinking on the different risk conditions presented during lessons. Student participation in the various forums will be evaluated in terms of continuity and relevance of their contributions, with a maximum of 1 additional point added to the exam grade.

A prerequisite for an optimal attendance of this course consists in having a basic knowledge of developmental psychology.

1. Cornoldi C., Meneghetti C., Moé A., Zamperlin C. (2018). Processi cognitivi, motivazione e apprendimento. Il Mulino 2. Bonifacci P. e Tobia V. (2017). Apprendere nella scuola dell’infanzia. Carocci. 3. Menesini E., Nocentini A. L., & Palladino B. E. (2017). Prevenire e contrastare il bullismo e il cyberbullismo. Il Mulino. 4. Galardini A., (2021). Crescere al nido. Carocci* 5. Slides of the lessons and scientific articles will be provided, constituting part of the exam program (see the e-learning webpage of the course) *Note: Only for external students (not enrolled in Scienze dell’Educazione e Formazione), who have chosen the exam as a single course, the textbook "Crescere al Nido" can be replaced with a scientific article on the themes proposed (choose and study an article from those uploaded on the course webpage, section: Supplementary materials for external students). In case of doubts please contact the teacher.

Class attendance is optional but highly recommended.

The exam is written and consists of 3 open-ended questions on the exam topics. Specifically, the first question focuses on the contents of the first part of the course (theories and processes of learning and learning prerequisites observed in nursery school); the second question concerns risk conditions in adolescence; in the third question, the students choose one of two answer options, based on the two monographies (bullying and cyberbullying, or nursery school education). Each question is scored from 0 to 10 points. To pass the exam, it is necessary to achieve at least a sufficient score (6 points) for each question. The exam is considered passed with an overall score of at least 18 while the maximum score is 30. Honors can be added to this score if the student demonstrates excellent mastery of the topics covered during the course. To pass the exam, the student must therefore demonstrate to have acquired sufficient knowledge of the topics relating to the theories and processes involved in learning, basic school learning, and the skills considered prerequisites for learning in preschool age. Furthermore, the student must demonstrate to have achieved a basic knowledge of the topics related to the different risk conditions presented during the second part of the course and to be able to correctly interpret the strengths and weaknesses of an educational context, identifying an appropriate educational intervention. To achieve a score of 30/30 with honors, the student must demonstrate to have acquired an excellent knowledge of all the topics covered during the course, being able to connect them in a logical and coherent way. During the course, practical activities (small group work) and critical reflection (online discussion forums) on specific topics will be proposed as optional activities. Students who carry out the optional activities may obtain a maximum of 3 additional points added on the exam grade (assigned in evaluation of the quality of the work produced and the continuity and relevance of the interventions in the forums). Obtaining the extra points is subject to achieving a score of at least 18/30 in the written exam.

The course consists of lectures with visual aids (slides) and interactive discussions in the classroom encouraging active participation of students and co-construction of learning content. Collaborative activities in small groups and online discussion forums are also proposed as optional activities in order to stimulate critical thinking and help students put into practice the knowledge acquired.