Pedagogical Sciences

The course proposes to provide knowledge of the fundamental themes of neurobiological learning and education. Neural correlate of the nervous system (lessons 1- 4) Methods in Neuroscience (lessons 5-7) Somatosensory System and multimodal perception (lessons 8- 10) Motor System (lessons 11- 13) Language and Number (lessons 14- 16) Body Cognition (lessons 17- 18) Social Cognition (lessons 19- 20) Attention Time Perception (lesson 21) Misconceptions about neuroscience (lesson 22) Experimental Models of Learning (lesson 22) Learning of Particular Abilities (lesson 23) Plasticity in the brain (lesson 24)

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-Maria Montessori e le neuroscienze. Cervello, mente, educazione di Leonardo Fogassi, Raniero Regni -The Learning brain. Lessons for education di Blakemore and Frith

The course is constituted by lessons, grouped into main themes as indicated in the program. Classroom discussions are planned on specific thematic areas and at the end of the course to offer students a space for critical reflection on their learning path.

Participation in lessons and activities promote the acquisition of specific necessary knowledge is optional, therefore attending the lectures is strongly recommended.

The final grade consists of: a) the grade obtained at the oral exam will contribute for the 70% to the final grade. b) participation and completion of the mandatory assignments, with final presentation and essay submission within the deadline contribute by 30% to the final grade To pass the oral exam it is necessary to obtain a mark of at least 18/30 in module. The student must prove to have acquired sufficient knowledge of the topics covered in class. Students at the end of the course must demonstrate to have acquired an excellent knowledge of all the topics covered during the course, being able to discuss and examine theory model and experimental data in a logical and coherent way. To achieve a score of 30/30 cum laude, the student must instead demonstrate to have acquired an excellent knowledge of all the topics covered during the course.

1. Dekker S, Lee NC, Howard-Jones P, Jolles J.Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers. Front Psychol. 2012 Oct 18;3:429. doi: 10.3389/fpsyg.2012.00429. eCollection 2012. 2. Sashank Varma, Bruce D. McCandliss, Daniel L. Schwartz. Scientific and Pragmatic Challenges for Bridging Education and Neuroscience. Published on Apr 1, 2008 in Educational Researcher· DOI :10.3102/0013189X08317687 3.2015 - Don't look at my wheelchair! The plasticity of longlasting prejudice Galli, Giulia; Pazzaglia, Mariella - MEDICAL EDUCATION 2015 Dec;49(12):1239-47. doi: 10.1111/medu.12834. Altri articoli scientifici verranno segnalati durante il corso delle lezioni e resi disponibili sulla piattaforma moodle. https://elearning.uniroma1.it/ the access password is provided at the beginning of the course

The course includes lectures on the topics of the program. In the second part of the course, students will be supported  in carrying out the main presentations of in-depth study of the students. Discussions with students and various forms of independent and collaborative work will be encouraged. During the semester, materials used during lectures will be made available to attending students and those who otherwise request them.