1,721,190 research outputs found
Promote the learning of life skills in primary school through an innovative didactics’ proposal of motor-sports education
No full textThe research work aims to emphasize the importance of motor and sports education in the training of people, starting from primary school, through the acquisition of life skills. In this regard, this work proposes an experimental motor education program to be developed in just 20 hours in primary schools, with the aim of increasing the educational level of young students in five key thematic area useful for stimulating the learning of the main life skills. The research methodology is based on an empirical approach, in line with several studies in the pedagogical field, which allows to observe and evaluate in detail the progress made by the students from the motor, social-relational and educational point of view. The results are measured by creating an evaluation protocol that is applied both before and after the administration of the experimental project. The research carried out fulfills the initial research purpose and it is the basis for future studies in the field of educational sciences aimed at the growth of the individual through a suitable institutional and didactic restructuring of motor and sport education in the school system
PEDAGOGIA E DIDATTICA PER L’INCLUSIONE
No full textIl Volume “PEDAGOGIA E DIDATTICA PER L’INCLUSIONE” si presenta quale contributo utile ad apprendere i principi didattici e pedagogici volti a promuovere l’inclusione. A tal proposito il Volume intende approfondire il concetto di inclusione e tutte le possibili prospettive in chiave didattico-pedagogica utili a svilupparla sia nei contesti informali che in quelli di tipo formativo formale come la scuola. Quanto proposto in questo Lavoro assurge, inoltre, al ruolo di stimolo sia per la ricerca del settore in chiave didattico-pedagogica, che per i decision makers del sistema formativo e scolastico affinché l’inclusione diventi parte integrante di qualsiasi processo
Social Educational Models to enhance the culture of different abilities: Disability Management
No full textNON-VERBAL COMMUNICATION AND PHYSICAL THEATER: DIDACTIC-EDUCATIONAL ACTION THROUGH ART AND CORPOREITY
No full textEducation and theatrical art are two realities that have common purposes: in fact, through activities that stimulate the development of creativity, they place the individual at the center of a mechanism that allows them to learn to express themselves at their best; therefore, the educational process and the theatrical experience have something coessential that concerns their almost analogous structure. In fact, a significant node of the pedagogical experience concerns precisely the ambivalent link between theater and individual training. For this reason, the intent of this article - which proposes a pedagogically oriented "physical" theater experience carried out in a school context - is to provide a contribution that further enhances the design of laboratory experiences centered on the link between education and theater
Strategie didattiche per contrastare e prevenire la dispersione scolastica e promuovere il benessere
No full textLa dispersione scolastica è un fenomeno, purtroppo, ancora molto presente nel contesto italiano, che richiede, dunque, un intervento in grado di agire sia nell’immediato, che in chiave prospettica. Si ritiene che sia proprio il sistema formativo formale l’ambiente sociale ove tale criticità educativa vada combattuta. A tal riguardo, è stata sperimentata una strategia didattica nel contesto della scuola secondaria di secondo grado, con specifico riferimento agli studenti del primo anno, con l’obiettivo di indagare i rispettivi livelli di benessere e disagio scolastico e favorire un miglioramento significativo e sostenibile di entrambi. La metodologia didattico-pedagogica messa in atto è stata quella della “formazione-intervento” ed i livelli di partenza del gruppo campione ed i relativi cambiamenti nel tempo sono stati valutati attraverso il Test di valutazione del disagio e della dispersione scolastica di Mancini & Gabrielli (1998) ed il Questionario per la Valutazione del Benessere Scolastico (Mazzocchi, Tobia, 2015). I risultati ottenuti hanno fornito interessanti considerazioni di natura didattico-pedagogica utili a favorire un cambio di rotta dei sistemi formativi formali atto a contrastare efficacemente la dispersione scolastica
Analyze Italian Students' Perception Of Inclusion In Secondary Schools: Validation Of The Perception Of Inclusion Questionnaire (PIQ) In The Italian Context
No full textEmotional well-being, social inclusion, and academic self-concept are fundamental elements in the academic and socio-emotional advancement of students, deemed pivotal for successful integration. Recognizing the significance of these facets, the Perception of Inclu-sion Questionnaire (PIQ) was devised as a succinct screening instrument to evaluate these dimensions, not solely for research objectives but also to aid educators in enhancing students' well-being and identifying intervention goals. The aim of the present investigation was to assess the psychometric characteristics of the Italian adaptation of the PIQ among students. The cohort comprised 673 Italian middle school students (52% female, mean age = 13.25 years) enrolled in either integrated classes (33%) or specialized institutions (67%). Addition-ally, 15% of the participants had been diagnosed with special educational requirements (SEN). The scrutiny was centered on the factorial and convergent validity of the metrics, alongside the consistency of the scales. Moreover, mean distinctions based on student gender, SEN identification, and educational setting were scrutinized. The outcomes affirmed the tripartite framework of the PIQ and exhibited satisfactory internal reliability for the three dimensions (i.e., emotional well-being, social inclusion, and academic self-concept). Fur-thermore, there existed certain indications supporting convergent validity. Robust meas-urement invariance was confirmed, permitting comparisons across genders, SEN status, and scholastic milieu. Concerning gender discrepancies, males exhibited elevated levels of social inclusion and academic self-concept relative to females. Pupils with disabilities attained lower scores across all three subdomains compared to their nondisabled counterparts. Moreover, learners with special educational needs in inclusive settings demonstrated diminished levels of academic self-concept in comparison to those in specialized institutions. While additional inquiry is warranted, the psychometric attributes of the Italian version of the PIQ for students appear promising due to its potential value in both scholarly investigations and practical applications
STIMULATING THE SOCIO-EDUCATIONAL VALUE OF THE SCHOOL ENVIRONMENT THROUGH THE COOPERATIVE LEARNING APPROACH
No full textThe school environment, as the main formal educational context, should have among its main objectives the development of students also from a social, relational and personal point of view. Therefore, the main didactic challenge should be to propose a strategy capable of taking care not only of notionistic-cultural progress, but above all of social-relational progress by directing students towards citizenship and democratic life. In this regard, one element that the school system cannot do without is the presence, stimulation and learning of assertive communication between the various school actors involved. The study proposes a research conducted in secondary schools, with specific reference to students aged between 15 and 16, who were administered an innovative didactic proposal, based on cooperative learning, in order to investigate its impact on the levels of assertiveness compared to the traditional frontal didactic approach. The evaluation phase was based on the administration of the Gillan’s Assertiveness Profile
Apprendimento inclusivo e strategie didattiche per DSA e ADHD: progressi, metodologie e buone pratiche
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Stimulating Self-Esteem in SLD Students attending Lower Secondary School through an Innovative Motor and Sports’ Education Laboratory
No full textThe lower secondary school context constitutes one of the most important steps in the education of young people, accompanying them in the transition towards adolescence. Here, the building up of self-esteem plays a crucial role, and school may or may not facilitate this process. For students with specific learning disorders (SLDs), in particular, the difficulties experienced within the school context, in addition to the socio-relational dynamics within the peer group, may impact negatively upon their wellbeing. The objective of this work is to evaluate the possibility of stimulating self-esteem in SLD subjects through an innovative educational laboratory focused on motor and sports’ education. The study was carried out through a comparative analysis of a sample and a control group, and the project made use of the Multidimensional Self-Concept Scale (MSCS) developed by Bracken (1993) for the assessment phase. Important considerations will come out about the role the motor and sports’ education could play within the lower secondary school context in optimizing the educational processes for all students, including those in disadvantaged and difficult situations such as those with SLDs
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