Learning outcomes

Over the last decades, educational psychology has undergone stimulating development both at theoretical and applicative level. Starting from a reappraisal of traditional issues and approaches, the course aims at offering the widest systematized review possible of the most recent conceptualizations and of the interconnections with related disciplines, at the same time outlining developments of the research in this field.
The course will provide conceptual and methodological instruments to interpret the dynamic relationship between teaching and learning within a school environment. Special attention will be paid to connections between cognitive, metacognitive, and motivational aspects and learning processes.

Program

- Theoretical-empirical approaches to studying school learning
- Learning and development
- Learning and context
- Learning and motivation
- Learning, regulation, and thinking
- Learning assessment


Readings

Boscolo P. (1997), Psicologia dell'apprendimento scolastico. Aspetti cognitivi e motivazionali, Torino, UTET.
Mason L. (2006). Psicologia dell’apprendimento e dell’istruzione. Bologna, Il Mulino.


Readings for further exploration

Albanese O., Doudin P., Martin D. (2003). Metacognizione ed educazione. Processi, apprendimenti, strumenti. Milano, Franco Angeli.
Boscolo, P. (2012). La fatica e il piacere di imparare. Psicologia della motivazione scolastica. UTET, Torino.
Cadamuro A. (2004), Stili cognitivi e stili di apprendimento. Da quello che pensi a come lo pensi. Roma, Carocci.
Carugati F., Selleri P.(2005). Psicologia dell'educazione. Bologna, il Mulino, 2° ed.
Ligorio B., Pontecorvo C. (2010) (a cura di), La scuola come contesto, Roma, Carocci.
Rogoff B. (2006). Imparando a pensare. L’apprendimento guidato nei contesti culturali. Milano, Cortina.
During the course, data banks and journals, also online, will be searched both for theory-centred scientific articles focused on the cognitive, metacognitive, and motivational components of competence in mathematics, and for applicative scientific articles studying in depth the teaching/learning issues in mathematics.

Examination Methods

Oral examination at the end of the course


Note:
The course will be structured into both class lectures and lectures devoted to the in-depth analysis of the scheduled texts, to the exploration and critical discussion of the recommended readings and the material made available online. Students will be actively involved in the classroom discussions to encourage critical reflection on the issues dealt with.