The aim of the course is to enable students to acquire the main methods of empirical research in the field of education and training and in particular the necessary procedures for carrying out experimental research in both school and non- school contexts in order to innovate educational and teaching practises. 

EDUCATIONAL OBJECTIVES
Knowledge and Understanding (DD1)
By the end of the course, students will have acquired
- conscious and critical knowledge of the specific and scientific language of educational research 
-knowledge of the fundamental concepts of the methodology of scientific research in educational contexts
- knowledge of methods, tools and typologies of educational research 
Applied knowledge and understanding (DD2) 
By the end of the course, students will have acquired
- identify and understand the types of educational research appropriate to various educational contexts 
- understand the phases of educational research 
- identify and be aware of the use of tools and methodologies for the design and evaluation of research carried out in educational and training contexts
Autonomy of judgement (DD3)  By the end of the course, students will have acquired 
- the ability to integrate knowledge and autonomously manage the complexity of doing research in educational and training contexts, in order to express judgements and reflections
-ability to reflect autonomously and critically on the results of educational research designed in teams and implemented in relation to the intended educational and cultural phenomena. 
Communication skills (DD4) 
By the end of the course, students will have acquired 
- the mastery of the use of the specific language of educational research and educational technologies, with reference to the various educational contexts (school, family, out-of-school) 
- the ability to reflect, argue and communicate, to peers or other subjects, including non-specialists, the methods and tools used in the experimentation phase and the results obtained in the research carried out. 
 Learning capacity (DD5) 
- ability to design and elaborate research in education for the continuous updating of professional knowledge and competences, in consideration of European, national and disciplinary indications 
- ability to implement, individually or in teams, empirical research methodologies and tools adapting them to different educational and social contexts 
- ability to process and analyse the results of educational research based on scientific evidence in a lifelong learning perspective.

The teaching is divided into a part of face-to-face lectures (approx. 40 % of the classroom hours), during which the course topics are introduced. The remaining 60% is devoted to classroom work: students will be asked to revise the content of the lectures, work in small groups and present their work in the classroom. If the course is taught in a blended mode or at a distance, the necessary variations may be introduced with respect to what was previously stated, in order to comply with the syllabus provided and reported in the syllabus.

Knowledge of the main theories of pedagogy and general didactics. 

Basic Knowledge of word, excel, power point is required to carry out the assigned work. 

While attendance is not obligatory, it is strongly encouraged, given the intricate nature of the subject matter. During the course of the classroom activities, students will be afforded the opportunity to engage in active work on the learning content of the course. The programme will comprise alternating periods of classroom lectures and group and individual work. There will also be opportunities for students to present materials that they have produced themselves, whether in the classroom or elsewhere. These activities will be considered as self-assessment tests, with the aim of enabling students to assess their level of mastery of the content and tools for analysing the discipline.

The course aims to provide the conceptual tools and essential skills for understanding, designing and evaluating research interventions in education. 

Starting from a methodologically aware perspective, key concepts and themes of evidence-based research are developed. 

Research models, specific theoretical frameworks and research tools related to the professionalism of the professional educator will also be explored. 

Particular attention will be paid to survey and intervention tools methodologically related to qualitative-narrative paradigms: focus groups, biographical interview, narrative interview, reasoned autobiography etc.. 

The different types of educational research will be addressed with the relative methods that can be used, the process of defining research questions, the identification and/or construction of instruments, the selection/construction of the sample, data collection, analysis and discussion of quantitative data.
In particular, the objectives of the course are 
- Knowledge of the theoretical framework of educational research methodology 
- Knowledge of the research phases 
- Knowledge of the definition of the research problem 
- Knowledge of the definition of the methodological framework (observational designs, correlational studies, comparative studies and experimental designs) 
- Knowledge how to design research options and define working hypotheses for educational research 
- Knowledge and use of the main techniques, survey instruments, data collection, coding and analysis 
- Be familiar with the use and construction of the instruments necessary for data collection
- knowledge of the procedures for the communication of the results of the research carried out in a specific field of investigation

Lucisano P. Salemi A. Metodologia della ricerca in educazione e formazione, Carocci Editore: capitoli 2-3-4-5-6 totali pagine 303 

Trinchero R. Manuale di Ricerca educativa, Milano Franco Angeli : capitoli 2-3-4-5-6 totali pagine 298 

Vivanet Giuliano, Che Cos'è L'evidence Based Education, Roma,Carocci Faber totali pagine 109

The assessment of learning will be conducted in written form.
1. Attending students will have the opportunity to carry out in itinere tests, which will allow them to verify the acquisition of specific procedures and the construction of investigative tools of educational research, such as, for example, the design of an experimental design, the construction of questionnaires or interviews and/or focus groups.
2. For non-attending students, in addition to the written test, they must present a research design hypothesis on a topic of the student's choice. This hypothesis must be constructed taking into account the phases and methodologies of educational research used.

The five themes of research in education and training 
Research strategies in education 
The role of research in education in the school of autonomy 
The focus group 
How to design a questionnaire and construct a data matrix 
How to retrieve data from online banks 
How to structure a questionnaire 
The research design