Practices, Methods, Tools, Theories for teaching literature

20  

second year

The cycle of lectures aims to address some of the most basic and foundational issues of the teaching of Italian literature: the theoretical horizons of the discipline, teaching methods and practices, the practice of commentary, analysis and rewriting of the literary text,reading as a process of activation of the text, genres and forms of literature.The course will be divided into lessons that aim to offer an updated panorama of bibliographic and critical references, to describe and discuss the teaching methodologies of literature most responsive to the cognitive, aesthetic and formative function that it recognizes, to propose paths and strategies forreading of texts that favor the construction of literary skills.

Research methods and techniques in the teaching of physics and scientific disciplines

20  

second year

Part 1: Research in didactics of physics and scientific disciplines. The paradigms in didactic research of scientific disciplines. Mental models. Common sense and scientific knowledge. Conceptual change. Scientific knowledge and taught knowledge.

Part 2: Analysis of learning outcomes. Research paradigms in behavioral sciences. Construction and validation of a questionnaire. Reliability and consistency. Quantitative analysis and contexts of use. Descriptive statistics and inferential statistics. Choice and use of various techniques. Parametric and non-parametric statistical tests. Correlation measures and significance tests. Classical test theory, content analysis, factor analysis, cluster analysis, implicative analysis, similarity analysis, test response theory, model analysis. Qualitative analysis and contexts of use: interview protocols and related analysis. Semantic analysis of the content. Multi-method analysis. Discussion on application examples in didactic research of scientific disciplines

Research methodologies in Mathematics Education

20  

second year 

The course aims to trace the theoretical and methodological lines of research in Didactics of Mathematics with an explicit focus on innovation and improvement teaching of the same discipline mainly in the university field. On the based on the most recent scientific research at national and international level in in the field of Research in Mathematics Education, PhD students will therefore be offered the opportunity to know and analyze some of the Italian and foreign research projects, relevant to the topic dealt with. In addition to this, the possibility of directly experimenting with some of the good teaching / learning practices will also be encouraged mainly university discussed in literature in national and international contexts. With this objective, after a more theoretical part proposed through lectures and / or dialogues, the PhD course will therefore also include laboratory activities capable of encouraging peer mentoring collaboration between the PhD students themselves.

Methodology and research of the teaching of the Italian language

20  

second year

The course aims to identify the main teaching models of the Italian language taking into account the most innovative methodological approaches that can be applied especially in the university environment.In the light of the main research in teaching the Italian language, a laboratory path will be developed that can offer doctoral students the opportunity to test the knowledge and skills acquired..  

Methods and Tools for Education in Chemistry Education

20  

second year 

The course aims to provide PhD students with the minimum tools to be able to adequately formulate a module or a didactic path in Chemistry. It is aimed at students with different backgrounds and for this, time will be devoted to defining and deepening the founding concepts of the discipline. A substantial part of the course will focus on framing Chemistry within the STEAM disciplines, highlighting the connection points and peculiarities of the discipline. Finally, time will be devoted to clarifying how chemistry is defined in the current social, economic and cultural context, considering the tools and methods with which it is communicated. 6 hours - Nature of Science. Relationship of Chemistry with other disciplines. Chemistry and society. 5 hours - The logical structure of chemistry and its founding concepts at the macroscopic level (simple substance, compound substance, physical state, etc.) and microscopic (particle model of matter) 3 hours - The use of models in Chemistry teaching and multimedia tools 4 hours - Laboratory teaching in Chemistry 2 hours - The communication of chemistry

Group dynamics and classroom climate management

20  

first year

The course pursues the general purpose of developing and / or enhancing the ability to manage the dynamics of a group, in the training context, to improve the classroom climate and optimize the effectiveness of learning. In particular, the following specific objectives are identified: 1. develop the ability to observe and read the dynamics of a group; 2. recognize and manage the basic aspects of the dynamics of a group-classroom; 3. acquire skills for the choice and use of group work methodologies according to the different training contexts and diversified targets; 4. develop greater skills in the use of psycho-pedagogical tools capable of facilitating the classroom atmosphere and improving communication between teachers and between teachers and students. The contents will develop specific themes as follows: 1. Definition of a group from a psychosocial and dynamic perspective 5. Key elements of group dynamics management: interaction, cohesion, role system, leadership styles, conflicts, organizational culture); 2. From the group to the collaborative work group 3. Strategies for managing group and group contrasts / conflicts 4. Classroom climate improvement strategies The teaching methodology used will be of an active type, favoring the use of methods that, in association with traditional lectures and exercises, can allow an experiential and reflective participation in the training process. The preferred methods will be: small group work and discussions, role playing and simulated, case analysis; the didactic objective to be achieved, through the aforementioned active methodologies, will be to activate the target's involvement on a cognitive and affective-relational level, capable of positively stimulating the learning processes.

Design of university teaching activities and employability

20  

 second year

The purpose of the course is to propose an integrated vision of university education that includes the enhancement of a "traditional" teaching method integrated with participatory, laboratory and experiential teaching activities connected to the needs linked to the professional perspectives of the various disciplines. Specific attention will be paid to proposing a development of skills which does not stop at the resolution of known problems but which allows for cognitive and reflection tools to be used to address and / or produce innovative issues. In particular, the following specific objectives are identified: 1. Provide tools to students regarding the exploration, for the different disciplines / professional areas, of the needs of professionalism in the medium and long term; 2. Promote the understanding of the dynamics underlying the labor market connected to higher university and post-university education; 3. Stimulate the design of integrated study paths, based on the different scenarios of the different professional areas, dedicating adequate space to the innovation perspectives of the different sectors;

4. Encourage the development of integrated university courses, capable of involving students and enabling them to interact proactively in the labor market. The contents will develop specific themes as follows: 1. Models and tools for the investigation of training needs; 2. The dynamics of the labor market and the evolution of the requests for competence; 3. The development of skills in adults and the planning and integration of university teaching activities 4. The development of transversal skills and the planning of activities aimed at the development of soft skills in universities.

Laboratory teaching and communication methods

20  

first year
second year

The course will focus on laboratory methodology in university teaching, referring to active and participatory learning centered on experience and reflection on experience at the individual and group level. Students will therefore be given the opportunity to experiment how to promote students' autonomy, critical thinking and the ability to learn to learn also thanks to peer exchange and the working group dimension. Particular attention will be given to the multimodality of communication and its value in the training relationship. In general, the inseparability of the cognitive, emotional and affective-relational components in the learning processes will be taken into account. As for the specific objectives, the doctoral students will experience firsthand the teaching methodologies to be adopted, in order to be able to make the students develop: 1. problem solving skills; 2. creative thinking; 3. the reflexive and self-reflective capacity 4. the ability to interact between peers 5. the ability to work in small groups 6. communication skills in an embodied perspective 7. self-confidence and self-confidence The contents will develop specific themes as follows: 1. definition of active and participatory learning 2. meaningful learning and creative thinking 3. The social dimension of learning, the relationship between peers and teamwork 4. Specificity and characteristics of learning from experience 5. the methodology of problem solving 6. the embodied perspective on learning (intersubjectivity, mind / body integration, psycho-emotional, sensory and cognitive aspects) 7. the multimodality of communication in a formative perspective.

Research in physics education

20  

second year

The main teaching methods of active learning for learning physics and scientific disciplines are illustrated.What approach allows you to reach a deep and critical understanding of a scientific theory?Starting from the analysis of concrete cases, in a group, a small research activity in physics education is planned, from design to experimentation and data collection up to the drafting of a journal paper.

Didactics for Sustainable Development Goals

20  

first year

Education for Sustainable Development necessarily passes through the channels of university education.One of the objectives that research in teaching must aim at is the development of methodologies aimed at creating 'sustainable thinking' right from the early years of study.After a brief presentation of the design and implementation phases of a multidisciplinary course on Sustainable Development Goals, the group identifies a topic from those covered in the basic courses and plans an educational activity that connects the chosen theme with the sustainable development goals.

Writing Scientific Papers in English  

15  

first year 

Writing Scientific Papers in English (WSPE) is a course for PhD students who are beginning to publish their research in English. The course aims to help participants discover the conventions of research articles in English and to provide useful tools that will enable them to write academic papers independently in the future. WSPE is a soft skills course worth 15 hours. The course focuses on conventional text structures and language which are commonly used in research articles in English, considering standard article sections such as Introductions, Methodology and Results sections.  

Innovation Management  

10  

first year

Innovation Management is nowadays a recognized discipline that concerns scientific knowledge and professional skills. In the current economic environment, the transfer of technological development results into products and services, which must be both profitable for businesses and useful to society, is in fact not immediate and requires special capabilities. Innovation management covers both strategic and technical-operational decisions, as well as the definition of those core competences for the management and support of innovation processes and product and service development. The course mainly aims at blending a managerial perspective, so to make the doctoral student capable of understanding the innovation process, to the more traditional perspectives from the specific design disciplines.  

Computing and simulation environments for experimental research

30  

first year
second year 

All experimental research activities, both in the STEM subjects and in the humanities, are increasingly based on the possibility of representing, storing, processing, displaying experimental data (coming from experiments, simulations, text analysis, questionnaires, user behavior, etc).Current information technologies provide highly advanced and easily accessible and usable tools.The course will then present the tools based on the Python programming language, the related data analysis libraries, and the simulation and calculation environments (such as Computational Notebooks, for example Jupyter).

Premises, perspectives and systems in the research of teaching of the Italian language

20  

second year

From the analysis of changes in culture and language, the new perspectives of the teaching of the Italian language are analyzed and prepared, depending on the scope of application, with the help of advances in technology.The projection of the Italian system in the standard register identifies, through the tools, theories and the most advanced research methodologies,constants and variations in the historical span of the language to allow, with group workshop activities, to apply the knowledge acquired with a view to improving the learning and teaching processes of the language.

Promotion of psychological well-being and inclusive processes in the school / university environment

20  

first year 

On the basis of the main theories and methodologies of research and intervention in clinical and dynamic psychology, evidence-based models and approaches will be discussed aimed at promoting well-being and the quality of school / university experience, at understanding the processes that guide educational choices..Particular attention will be paid to inclusive processes and paths / approaches based on the principles of “Universal Design for learning” for the promotion of inclusive processes for students with Special Educational Needs.

Learning analytics: foundations and innovations

20  

second year 

Learning analytics: foundations and innovations The discipline "learning analytics" aims to extract, evaluate and analyze quantitative information (on attendance, assessment, skills) emerging from traditional or innovative teaching activities.With the increase in digital activities in educational paths, the amount of data available has significantly increased, paving the way for much more in-depth analysis.The course will deal with the techniques related to this discipline, with particular emphasis on the impact on teaching, for example through the personalization of training courses based on the results of intelligent analyzes.

Seminars

Seminars and research activities in educational laboratories also in external structures.Project work in collaboration with other PhDs.Disciplinary or transversal teaching courses at other doctoral or master's degrees.

Enhancement and dissemination of results, intellectual property and open access to research data and products

UniPA organizes a series of training days dedicated to the enhancement of research results and intellectual property, aimed at researchers and students of PhD courses.

Management of research and knowledge of European and international research systems

UniPA organizes a series of training days dedicated to the management of research, knowledge of research systems and funding systems, aimed at researchers and students of doctoral courses.
Doctoral students can be involved in the preparation of PRIN and FIRB research projects and mobility projects funded by universities. UniPA organizes training days dedicated to the times of didactic innovation, through the Center for Innovation and Renewal of University Education and the Mentor Designer: PhD students can be involved in these activities.

IT improvement

The research activity of the doctorate may include the use of programs for the analysis of data obtained from didactic experiments (SPSS, Mathematica, MatLab, dedicated codes, etc.) and for simulations and the use of the main Learning Management Systems.Training in this sense is carried out in some of the courses provided by the doctorate and, in some cases, also by the tutors.

Linguistic improvement

The CLA (UniPA University Linguistic Center) organizes language training courses open to PhD students.Furthermore, the CLA provides Italian courses for foreigners open to foreign students of PhD courses.