ITALIAN JOURNAL OF HEALTH EDUCATION, SPORTS AND INCLUSIVE DIDACTICS
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POST-CRITICAL MEDIA LITERACIES IN TEACHERS: IDENTIFY ABLEISM IN GENERATIVE AI AND EDUCATIONAL PRACTICES
Full text linkThis study investigates how 163 support teachers engaged with generative AI to represent inclusive classrooms (Shew, 2023; Meyer et al., 2014). Through a mixed-method design, it analyzes their abilities to detect bias (decoding) and to guide AI outputs via prompts (encoding). Results highlight limited awareness of ableist patterns and the potential of “Post”-Critical Media Literacy (Kellner & Share, 2007) to foster inclusive, reflective AI use in education
ANALYSIS OF AN EXPERIMENTAL TEACHING APPROACH FOR THE DEVELOPMENT OF CREATIVE SKILLS IN PRIMARY SCHOOLS
Full text linkThis study examines the impact of an educational intervention aimed at enhancing the creative abilities of primary school pupils. The qualitative-quantitative approach involved the administration of the Torrance Test of Creative Thinking, supplemented by qualitative data collected through classroom observations, analysis of creative productions and semi-structured interviews. The results support the effectiveness of the teaching intervention as a strategy for enhancing creative thinking
ENHANCING ATTENTION AND EXECUTIVE FUNCTIONS THROUGH PHYSICAL ACTIVITY BREAKS IN UNIVERSITY TEACHING
Full text linkPhysical activity breaks (PABs) are short movement periods integrated into pedagogical strategies to promote learning and cognitive engagement in educational settings. This study explored the impact of PABs, as teaching strategies, on attention and executive functions in university students. A total of 17 university students completed three 10-minute interventions after 2-hour lessons: No Physical Activity (NPAB), Outdoor PAB (OPAB), and Exergame PAB (PABEx). Attention and executive functions were assessed using the Stroop and Trail Making tests. OPAB and PABEx significantly improved cognitive performance compared to NPAB. These findings highlight the pedagogical value of PABs, suggesting that incorporating movement into lessons can enhance attention and executive functions, essential for academic performance. Implementing active teaching strategies such as PABs fosters a more engaging, dynamic, and cognitively stimulating learning environment
EVALUATING THE RELIABILITY OF SELF-MEASURED ANTHROPOMETRIC DATA: A PILOT STUDY IN HEALTHY ADULTS
Full text linkIntroduction: Anthropometric measurements are essential for assessing cardiometabolic risk but require trained personnel. This pilot study evaluates the discrepancy between self-reported and professional measurements.Methods: Waist and hip circumferences in 20 healthy adults were compared.Results: No significant difference for waist, significant underestimation for hips.Conclusions: Self-measurement of hips is underestimated; new technologies may improve accuracy
MR. ERROR AND THE DEMOCRATIC POSSIBILITIES OF THE PEDAGOGY OF ERROR
No full textGianni Rodari perfects the collective in education, within the evaluation of the experience of error. Thought explores semiotics, gaming, even neuroscience. The error becomes a creative tool, in relation to the systemic-procedural reading of inclusion, to the promotion of environments in which learning is functional and activates participation in educational action.The Rodarian teacher, who has absorbed Freinet's incorrect techniques, validates the role in intuition and self-correction, considers the self-educating aspect and, finally, reads the error within a universal planning, which becomes capable of distinguishing between error and errant, underlining that overcoming the error favors individual growth, the development of skills, cohesion and peace between individuals
TEACHING ACTIONS BASED ON PHYSICAL LITERACY TO STIMULATE THE INCLUSIVE, PSYCO-PHYSICAL AND SOCIAL EDUCATION OF STUDENTS IN PRIMARY SCHOOL
Full text linkPhysical literacy is a crucial element in children's development, supporting their ability to understand and acquire basic motor skills that contribute to overall growth. This experimental study evaluates the effectiveness of a structured teaching intervention on physical literacy for primary school students with Special Educational Needs (SEN). Through the use of the Strengths and Difficulties Questionnaire for mental well-being, the Children's Self-Efficacy Scale (CSES) for self-efficacy and the TGMD-3 and BOT-2 tests for gross-motor and fine-motor skills, the project measures the results obtained quantitatively and qualitatively. The collected data will be compared with current literature, helping to outline the benefits of an inclusive approac
LEARNING BODIES, STORYTELLING PROCESSES: TINKERING AND AUTHENTIC ASSESSMENT IN GENERATIVE EDUCATIONAL ENVIRONMENTS
Full text linkIn light of the transformations currently taking place in educational contexts, authentic assessment represents a crucial challenge in overcoming the transmissive and performance-based models that are still widespread. This paper offers a theoretical and practical reflection on the integration of Tinkering, documentation and educational corporeality, understood as embodied and situated forms of learning. Through the intertwining of constructivism, constructionism and Embodied Cognition, Tinkering is analysed as an active and inclusive methodology, but also as an assessment tool capable of enhancing the process, error, reflexivity and agency of the student. Documenting the bodily trajectories of learning, in gestures, artefacts and materials used, makes it possible to visualise the thought process as it unfolds and to promote transformative assessment. From this perspective, tinkering environments are generative and sustainable educational contexts, in which time, space and language hybridise to promote inclusion, personalisation and the shared construction of knowledge. The teacher, as director, observer and mediator, plays a central role in designing assessment practices capable of connecting experience, meaning and transformation
NEUROSCIENCE AND COGNITIVE IMPROVEMENT FOR INCLUSION: COGNITIVE MOTOR TRAINING
Full text linkThe hypothesis is examined that the inclusion of people can be significantly conditioned by the possible methodological and scientific alliances of neuroscience for cognitive improvement also through Cognitive Motor Training.The aim of the research, carried out through a sample of 406 students in the month of May 2024 during the attendance of training courses qualifying for 30 CFU Ex Art. 13, is to understand the reflections on teachers' awareness
WHEN THE CLASSROOM BECOMES A STAGE DIDACTIC PROPOSALS FOR CULTURAL INCLUSION THROUGH CHOREOGRAPHIC, MUSICAL AND PERFORMATIVE MOTOR ACTIVITIES IN THE EDUCATIONAL FIELD
Full text linkIn light of the different inclusive needs and in line with the transversal perspective of the National Guidelines for the Curriculum, a teaching method is proposed through musical, choreutic and performative motor activities that can be achieved both in the classroom and in the gym. The intent is to amplify the possibilities of socio-cultural inclusion of newly belonging learners with potential communication difficulties also linked to the knowledge of the language, emphasizing the enrichment deriving for all students and breaking down social, cultural or economic barriers, in a captivating and motivating mode.Therefore, the conduct of the proposals by the teacher will be particularly complex, but no less engaging and fascinating. He must be able to manage the dynamics of the individual (emotional states and any discomforts) within the groups composed also by learners with different cultures of origin who will be enhanced (thanks primarily to the different musical proposals). Each student will be called to collaborate and accept choices and relational situations (social skills and respect for the rules), through movement proposals (knowledge and skills) with deep personal participation (music-motor interpretation). This context will be a privileged place to acquire important skills for life through movement (personal acceptance and mutual respect, trust in others, commitment to a goal and the common good, spirit of initiative, problem solving)
COMPARING UDL AND TRADITIONAL E-LEARNING COURSES: LEVERAGING EDUCATIONAL DATA MINING TO ENHANCE SELF-REGULATED LEARNING AND MOTIVATION
Full text linkThis work is presented as a position paper aimed at introducing an analytical framework accompanied by a project proposal comparing two university courses: one implemented according to the principles of Universal Design for Learning (UDL) and the other using a traditional approach, utilizing Educational Data Mining (EDM) to analyze data indicative of learning processes. The objective is to assess how the UDL approach influences Self-Regulated Learning (SRL) processes and student motivation. The project aims to structure a computational theoretical framework encompassing variables such as engagement, perceived self-efficacy, and academic outcomes, to identify the advantages of UDL implementation in enhancing self-regulation and learning motivation. This approach allows for evaluating the effectiveness of the two educational strategies, providing concrete data to optimize the learning experience and improve academic results.