B001507 - PSYCHOLOGY OF EDUCATION

italian

italian

Educational Psychology: main theoretical approaches. Literacy. Development of symbolic systems in different cultures.

Theoretical and methodological fundamental knowledge of contemporary educational psychology, with particular reference to processes and mechanisms of learning and instruction psychology.

Pontecorvo C. (a cura di), Manuale di psicologia dell'educazione, Il Mulino, Bologna, 1999.
Pinto G., Il suono, il segno, il significato, Carocci, Roma, 2003.
1 book to be chosen among:
Boscolo P. (a cura di), La scrittura nella scuola dell'obbligo, Laterza, Roma-Bari, 2002.
Cannoni E., Il disegno dei bambini, Carocci, Roma, 2003.
De Beni R., Cisotto R., Carretti B., Psicologia della lettura e della scrittura. Erickson, Trento, 2001.
Ferreiro E., Alfabetizzazione. Teoria e pratica, Cortina, Milano, 2003.
Giani Gallino T., Il mondo disegnato dai bambini. Giunti, Firenze, 2008.
Grazzani Gavazzi I., Calvino E., Competenze comunicative e linguistiche, Franco Angeli, Milano, 2000.
Levorato M.C., Le emozioni della lettura, Il Mulino, Bologna, 2000.
Liverta Sempio O., Il bambino e la costruzione del numero, La Nuova Italia, Roma, 1997.
Lucangeli, D., Iannitti, A., Vettore, M., Lo sviluppo dell'intelligenza numerica, Carocci, Roma, 2007.
Vygotskij L.S., Lurija A., Strumento e segno nello sviluppo del bambino, Laterza, Roma-Bari, 1997.
Pianta R.C., La relazione bambino-insegnante, Cortina, Milano, 2001.
Bombi A.S., Pinto G., Le relazioni interpersonali del bambino, Carocci, Roma, 2000.
Bombi A.S., Scittarelli G., Psicologia del rapporto educativo, Giunti, Firenze, 1998.

Mason L. (2006), Psicologia dell'apprendimento e dell'istruzione. Il Mulino, Bologna – Chapters: 1-2-3-4-5-6-7-8-9.
Carugati F., Selleri P. (2005), Psicologia dell'educazione. Il Mulino, Bologna - Chapters: 1-2-3-4-5-6-7.

Introducing to the main theoretical frameworks and to the research and intervention procedures inherent to formative processes. Acquiring the psychological fundaments of the processes of symbolic representation of space and time. Knowing literacy in its developmental and socio-cultural components.

The course aims to provide: a) the knowledge of fundamental theoretical and methodological aspects of educational psychology; b) the knowledge of learning and instruction issues, with particular reference to social interactions and to the links among individuals, context and culture.

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lectures and practice classes

Lectures, practical exercises, group discussions on course's issues

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oral assessment

Written test (questions with multiple choices and open answers) with the possibility to complete the exam with an oral test

Perspectives in Educational Psychology. Development and learning. Main theoretical approaches. Articulation of the basic learning processes. Development of notational systems: development of symbolic systems and graphical representation, development of systems of writing and acquisition of written language.

Fundamental theories of educational psychology; intelligence and individual differences; learning motivation; learning of concept and knowledge; learning strategies; metacognition, comprehension and production of texts; metacognition and mathematics; schools; classes; moral life in the classes; examination