CODE | 84352 |
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ACADEMIC YEAR | 2022/2023 |
CREDITS |
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SCIENTIFIC DISCIPLINARY SECTOR | M-PED/01 |
TEACHING LOCATION |
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SEMESTER | 1° Semester |
TEACHING MATERIALS | AULAWEB |
Psychopedagogy is a discipline arisen from the mixture between General Pedagogy, Didactics and Psychology. As a matter of fact, it is fully framed in the Scientific Disciplinary Sector M-PED/01 and, as such, it focuses on the educational action within the various life ecosystems an individual may live in, allowing to design research pathways through specific methodologies.
Because Psychopedagogy is a border discipline between Pedagogy and Psychology, it aims to identify the specificity of educational and psychological events and to study the contribution of a specifically psychopedagogical research. In this field, the identity of the discipline in question is defined with respect to General Pedagogy, Didactics and Psychology. The educational objectives aim to make students gain critical awareness of knowledge related to the identity of the above-mentioned discipline.
AIMS
LEARNING OUTCOMES
At the end of the course students should be able to:
The prevalent didactic method is the university lesson ex cathedra.
Traditional academic lessons however alternate with seminars and workshops that require students to participate actively.
Contents for students who are taking the 6 CFU course
Module I: see contents of the 6 CFU course
Psychopedagogy and its identity as a discipline
Definition, object of study and application fields of psychopedagogy
Socialization and adaptation
Maladaptive feedback to socialization processes
Aggressive, antisocial and dependent behaviors
Adaptive feedback to socialization processes
Psychopedagogical research methods
Educational psychopedagogy:
New Technologies: definition, features, types (multimedia, hypermedia and hypertexts)
Internet: definition, History, Features, Functions:
informative (the importance of websites in developing knowledge)
Formative (the importance of learning through information technology means and platforms, e-learning and e-books)
Socio-relazionale (importanza degli apprendimenti attraverso l’uso telematico ed e-book)
Socio-relational (the importance of learning through information technology means and e-books)
Contents for students who are taking the 9 CFU course
Module I: please check the 6 cfu program
Module II: digital immigrants and digital natives and inclusive teaching
Special psychopedagogy elements and inclusive teaching
General systems theory as a reading model for the class
Behavioral strategies for inclusion: theories and models
Psychopedagogical training for teachers
Psychopedagogy and digital natives
Bibliography for students who are taking the 6 CFU course
G. AMENTA, L’osservazione dei processi d’apprendimento, Scholè, 2020
D. IANES, La speciale normalità, Erickson, 2006
For non-attending students, further readings are requested upon a single choice between:
O. ROSSI CASSOTTANA, Riprogettarsi per rimotivarsi: nuovi 'spazi mentali' per la professione docente, in "Il Nodo. Scuole in rete", n. 42/2012 (disponibile online).
Bibliography for students who are taking the 9 CFU course
One text among:
. CISOTTO, Psicopedagogia e didattica. Processi di insegnamento e di apprendimento, Carocci, Roma, 2005.
G. AMENTA, L’osservazione dei processi d’apprendimento, Scholè, 2020
D. IANES, La speciale normalità, Erickson, 2006.
Moreover, for module II, is required the study of one text among
P. FERRI Nativi digitali, Mondadori Bruno, 2011
J. M. TWENGE Iperconnessi, Giulio Einaudi Editore, 2018
For non-attending students, further readings are requested upon a single choice between:
V. CASCINO Uso ed ab-uso nei social network negli adolescenti pandemici. Un’indagine esolorativa, in " Quaderni di psicoanalisi e psicodramma analitico” n.1/2, 2021(disponibile online).
A. I. DADDI, Per una pedagogia psicoanalitica: destino di un'utopia e nuovi ambiti di sperimentazione. Considerazioni ed ipotesi sui rapporti tra pedagogia e psicoanalisi, in "International Journal of Psychoanalysis and Education", n. 3/2011 (disponibile online).
VINCENZO CASCINO (President)
MARIA CRISTINA AMORETTI
19 September 2022
Final examination consists in an oral exam for both attending and not attending students.
During the the exam attending students will be invited to present a personal work on a theme agreed with the teacher.
Not attending students will be assessed through the oral exam only.
Oral exam assessment is always personalized and detailed in:
acquired contents; (max 15/30)
previous cultural skills, if emerging; (max 5/30)
pedagogical interpretative capabilities; (max 5/15)
acquired disciplinary lexicon and concepts; (max 5/15)
The general assessment, articulated in more specific evaluations, is expressed in thirties
Date | Time | Location | Type | Notes |
---|---|---|---|---|
16/01/2023 | 15:00 | GENOVA | Orale | |
08/02/2023 | 15:00 | GENOVA | Orale | |
22/05/2023 | 15:00 | GENOVA | Orale | |
05/06/2023 | 15:00 | GENOVA | Orale | |
20/06/2023 | 15:00 | GENOVA | Orale | |
04/09/2023 | 15:00 | GENOVA | Orale |