1,720,973 research outputs found
Recuperare la sostenibilità dell’educazione attraverso l’agire laboratoriale
No full textTemi riguardanti l’ecologia e le scienze ambientali sono da sempre inseriti nella
programmazione didattica delle diverse discipline di tutti gli ordini di scuola. L’emergenza
pandemica da Covid-19, che ha richiesto un adeguamento degli spazi alle necessità di
distanziamento, la riformulazione degli ambienti abitativi, lavorativi e scolastici, la
riorganizzazione delle attività educative e formative, ha riportato alla luce l’evidente necessità di
un complesso ridisegno degli spazi e delle abitudini, ma soprattutto ha fatto sviluppare una nuova
coscienza verso il mondo che ci circonda e dell’opportunità di salvaguardarlo. L’articolo propone
una riflessione metodologica sull’Educazione alla sostenibilità, focalizzando la sua attenzione sugli
elementi innovativi nel modo di concepire l’apprendimento in questo ambito. Evidenziando come
da un lato è rilevante proporre temi che siano di forte impatto e interesse per i ragazzi, rendendoli
protagonisti del loro tempo e del loro mondo; dall’altro è prioritario prevedere un forte
coinvolgimento personale degli studenti con l’oggetto di studio, condizione necessaria per
garantire un effettivo apprendimento scientifico1 e per l’orientamento formativo2
.
Si sviluppano alcune riflessioni sulla necessità di integrare nell’insegnamento della Fisica diversi
approcci, collegati fra loro da una tipologia di attività laboratoriale. In particolare, si mette in
evidenza il ruolo delle tecnologie e gli opportuni accorgimenti per un uso consapevole da parte
degli alunni. Nel presente contributo vengono descritti i risvolti educativi realizzati attraverso un
laboratorio di Fisica presso una Scuola Secondaria di Secondo Grado di Palermo nell’anno
scolastico 2020-2021. È stata effettuata un’analisi quantitativa delle frequenze, seguita da alcune
riflessioni sul livello di conoscenze delle discipline scientifiche nell’utenza scolastica e della
maturità riflessiva nell’ambito delle Scienze ambientali
Percezione della diversità e scuola inclusiva
No full textL’educazione inclusiva è una colonna portante delle politiche governative di numerosi paesi (dfes, 2001; 2003; 2004; 2006; dcsf, 2010; Peters, 2004; unesco, 1994; 2009). Tuttavia è stato dimostrato che gli insegnanti hanno atteggiamenti contrastan- ti nei confronti della sua attuazione e utilità (Monsen, Ewing, Kwoka, 2014; Canevaro et al., 2011).
La percezione e gli atteggiamenti degli attori che nella scuola operano per l’inclusione degli alunni (con esigenze educative speciali e non) hanno un impatto significativo sul modo in cui si realizza l’apprendimento e sull’adeguatezza del suppor- to disponibile fornito agli studenti. La realizzazione attiva di iniziative e pratiche educative inclusive si realizza solo grazie a un atteggiamento propositivo e disponibile di fronte alle sfide che l’attuale scenario presenta.
Partendo da questi elementi, affronteremo i concetti di “diver- sità” e “inclusione” prima nella loro accezione semantica e poi nella percezione che di tali fenomeni si ha nel mondo della scuola. Si metterà in luce da una parte come lo sviluppo di un paradigma pedagogico innovativo sia strettamente connesso con le dimensioni della diversità e dell’inclusione, dall’altra il ruolo che la scuola ha nello sviluppo di tale paradigma al fine di riconoscere e accogliere tutti i bisogni educativi degli alunni
Efficacia del tirocinio per lo sviluppo di consapevolezza critica in futuri insegnanti di sostegno
Full text linkNel presente contributo sono analizzati e discussi gli esiti di un percorso di tirocinio organizzato presso l’Università di Palermo per la specializzazione all’insegnamento di sostegno nella scuola primaria e dell’infanzia. La proposta formativa, realizzata da settembre 2017 a giugno 2018, ha mirato allo sviluppo di abilità di pensiero critico in 450 insegnanti in formazione. Abbiamo ipotizzato che attraverso le attività di progettazione didattica, di valutazione e di riflessione sulla pratica sperimentata in classe, avrebbero
migliorato le capacità critiche previste all’interno di un modello definito ed essenziale per la competenza professionale del docente. I risultati mostrano un’interessante crescita della consapevolezza critica negli insegnanti di sostegno che hanno partecipato al programma formativo.In this paper we analyzed and discussed the outcomes of a training program organized at the University of Palermo for the specialization of the support teacher in primary and children’s school. The teacher training proposal, carried out from September 2017 to June 2018, aimed to developing critical thinking skills in 450 teachers in formation. We hypothesized that they would improve critical skills through design, evaluation and reflection on the practice experienced in the classroom; critical thinking skills are essential to the teacher’s professional competence and we drew them from a defined model. The results showed an interesting increase in critical awareness in the support teachers who participated in the teacher training program
La professionalità in Educazione Motoria: riflessioni, scenari attuali e prospettive di orientamento
No full textIl contributo dell’Educazione Motoria è essenziale per la formazione globale della persona; gli effetti del suo insegnamento sono determinanti sia sul piano educativo sia per la promozione della salute e della socializzazione.
Le associazioni di categoria, il mondo accademico e quello scolastico, si stanno interrogando sul sistema di lifewide learning indispensabile per la formazione e per la qualificazione continua dei professionisti dell’educazione motoria. Certi del fatto che il profilo professionale del formatore di Educazione motoria poggi sul principio secondo cui le competenze professionali sono necessarie, perché qualificano il fondamento scientifico dei loro interventi educativi, con lo scopo di promuovere una nuova consapevolezza sul loro agire educativo, anche alla luce della recente riforma legislativa che regola l’accesso a tali professioni e ne amplifica gli spazi occupazionali.
La costruzione dell’identità lavorativa specifica del professionista dell’educazione e della formazione motoria impone delle sfide che trovano risposte in teorie e costrutti volti ad un’educazione permanente. Le basi di un’azione formativa efficace vanno quindi riformulate con un focus sul presente ma prendendo in debita considerazione anche il futuro.
Il presente lavoro muove da due distinte linee di ricerca: dapprima identificare e valorizzare lo specifico disciplinare, la cultura della motricità umana e i punti di snodo con le altre discipline; per poi individuare le competenze professionali efficaci nell’ambito dell’educazione motoria.
Si presentano qui, sinteticamente, gli ambiti peculiari dell’educazione fisica che, oltre a riguardare i processi di apprendimento e sviluppo motorio, comprendono i settori entro cui deve formarsi la professionalità dell’esperto in Educazione Motoria: obiettivo del presente studio è identificarne le competenze formative per individuare il profilo più adeguato rispetto agli obiettivi di orientamento al lavoro.
In particolare si sono individuate tre distinte linee professionali all’interno di quest’area che si diramano in molteplici competenze, ci si soffermerà sulla trasferibilità e la trasversalità di queste, e sullo sviluppo di misure relative alle competenze per tutta la vita
Valorizzare la consapevolezza in insegnanti che sperimentano e valutano un’innovazione metodologica
No full textPer verificare la validità e l’efficacia di un’innovazione metodologica sulla promozione dicompetenza professionale in insegnanti in servizio, è stata realizzata una ricerca-azione, in continuità con un intervento sperimentale relativo all’implementazione dello spaced learning a scuola. Nel presente contributo sono analizzati e discussi gli esiti della ricerca-azione realizzata in cinque scuole primarie di Palermo, da settembre 2023 a giugno 2024. Abbiamo ipotizzato che 104 insegnanti, che progettano, valutano e riflettono sulla pratica dello spaced learning in classe, avrebbero migliorato la consapevolezza critica (designing, problem solving, decision making) e la padronanza nell’uso della nuova metodologia. La rilevazione dei dati ha privilegiato mixed methods: i metodi di ricerca quantitativa mostrano
limiti quando si applicano a situazioni educative e didattiche. I risultati mostrano un interessante esercizio delle capacità attese tra gli insegnanti che hanno partecipato rispetto a quelli che non hanno preso parte alla ricerca valutativa. Pur trattandosi di una fase esplorativa, è possibile evidenziare alcuni effetti che la collaborazione con le parti interessate ha prodotto riguardo all’efficacia e all’efficienza del progetto, anche per apportare correttivi all’iniziativa e decidere come riproporla nei prossimi due anni.For checking the validity and effectiveness of a methodological innovation on the promotion of professional competence in in-service teachers, an action-research was carried out, in continuity with an experimental intervention regarding to the implementation of spaced learning at school. In this contribution, the results of the intervention research carried out in five primary schools in Palermo, from September 2023 to June 2024, are analyzed and discussed. We hypothesized that the teachers (n = 104), who plan, evaluate and reflect on the practice of spaced learning in the classroom, would have improved critical awareness
(designing, problem solving, decision making) and mastery in the use of the technique. The data collection favored mixed methods; quantitative research methods show limitations when applied to educational and teaching situations. The results show an interesting exercise of the expected skills among teachers who participated compared to those who did not take part in the evaluation research. Although this is an exploratory phase, it is possible to highlight some effects, that the collaboration with the interested parties has produced regarding the effectiveness and efficiency of the project, also to make corrections to the initiative and decide how to propose it again in the next two years
The Living Lab to promote educating community development in an inclusive perspective, between innovation and participation
Full text linkIn recent decades, changes in productive and social dynamics have profoundly influenced socioeconomic environments, which are now characterized by phenomena such as globalization, the omnipresence of technology, and the loosening of social networks. These changes have led to a growing alienation of the individual from the public sphere. In this context, education must focus on fostering a sense of responsibility and belonging in both students and the community, which are essential elements for active participation in political life and building inclusive communities. In light of these premises, the paper illustrates the first steps of research aimed at the design and implementation of an innovative system for the training of education professionals through a Living Lab, intended as an action-research approach operating between community and innovation, intending to develop a digital platform that fosters the sharing of inclusive practices, integrating evidence-based research, professional experience and perspectives of people with disabilities, to create more inclusive and sustainable communities. The preliminary phase of the research, the results of which will be illustrated, was conducted through four focus groups involving a total of 57 volunteer teachers, who represent a sample of convenience chosen according to the motivation criterion for participation. The row data, collected through audio recordings and researchers' fieldnotes transcripts, were analyzed by Qualitative Content Analysis. The results show potential fruitful guidelines for the start-up of the Living Lab
The Living Lab Promotes the Professional Development of Inclusive Teachers Inclusive, Between Innovation And Participation
No full textThe paper shows the fi rst steps of research aimed at designing and implementing an innovative
system for the training of education professionals through a Living Lab, which is an
Action- Research approach operating between community and innovation. The goal of the
study is to develop a digital platform focused on teacher training, also creating a repository
for inclusive good practices, which arises from the interweaving of educational research, the
professional expertise of practitioners, and the experiential input of learners and families.
In this fi rst phase, it was chosen to carry on with exploratory research through focus groups
which were addressed to disciplinary and support teachers of different school orders on
teachers’ training and skills themes, with the aim of understanding and defi ning the needs
for the future enhancement of the tested solutions.
The study is framed within a transformative and systemic perspective that moves the
Inclusive education paradigm (Booth & Ainscow, 2014; Florian & Beaton, 2018; UNESCO,
2017, 2020) from the level of assimilation to a level of active participation, aimed at enabling
dynamic environments to promote human fl ourishing and development (Nussbaum,
2011). In the school context, that requires a set of disciplinary, didactic, methodological,
organizational, social, and relational skills to implement differentiated teaching methods
that allow everyone to reach their maximum potential, welcoming all differences as a
resource rather than an obstacle. In this scenario, the inclusive professional development of
teachers is the key to remedying the phenomena of exclusion or labeling and guaranteeing
equal opportunities for all (Dyson 2010; Forlin, 2012; Panti & Florian, 2015; Pedone, 2021).
In compliance with the Twenty-thirty Agenda, the PNR Twenty-one/Twenty-seven and the
REACT EU documents, orient the promotion of educational and didactic research aimed
at proposing new architectures of education and training systems, placing inclusion and
equity as a cornerstone.
Against this background, the research aims at the study, design, and prototyping of an
innovative system for teacher training through a Living Lab, which is an open environment
of innovation in real-life settings where user-driven innovation is fully integrated within the
co- creation (Di Pace, 2016; Westerlund, et al., 2018) aimed at connecting the educational
research, the professional expertise of practitioners, and the experiential input of learners
and families to develop a digital platform focused on teacher training and to create a repository
for inclusive good practices.
Before the Living Lab implementation, four exploratory focus groups (Trinchero, 2015)
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were conducted to understand the perceptions, opinions, and needs of a group of teachers
about teacher professional development, teaching competencies, and teaching actions to
promote effective inclusive education. 57 teachers from four school orders joined the study.
They were aged between twenty-seven and fi fty-three, with teaching experience from one
to fi fteen years.
Although the sample is not representative of the population, the percentages you can see
in the pictures show belong rather equally to the four school orders.
Data were processed through a Qualitative Thematic Analysis (Nowell, Norris, White &
Moules, 2017). The pilot study showed encouraging results regarding the involved
teachers’ needs and perceptions of their inclusive professional development. The research
will be enriched by a focus group on digital training themes. It will then proceed with the
involvement of the community of teachers, students, and families in the LL activation, within
which participatory action design (Sanders & Stappers, 2008), platform development, and
iterative evaluation of products and results will come to life
Body Education in Primary School: Analysis and Determinations
No full textSocial inclusion is widely recognized as a priority to be achieved at the international level;
many institutions attribute a fundamental role in this direction to sport. Sporting activity,
conceived and organised in its educational value, is generally considered an opportunity
for pupils to develop their physical body (Landry & Driscoll, 2012), psychological and sociorelational,
as well as increasing functional independence and the inclusion process (Valentini
& Marinelli, 2021). The recent legislative innovation, introduced by Law n.234 of 2021,
which provides for the use of specialist teachers to teach motor education in primary school,
has awakened the debate that had already started on the occasion of the bill n.992 of 2018
which already provided for the introduction of the specialist teacher of motor education
in primary school to guarantee “a real and qualifi ed teaching to children through suitable
and targeted interventions from the point of view of motor development, but not only, also
to produce effects on learning, prevention and socialisation”. Consequently, it is necessary
to recall the assumption of a procedural habitus able to identify the most suitable didactic
and methodological strategies to promote inclusion processes with the adoption of a physical
and sporting practice that is “for everyone” and “of everyone” to facilitate access and
physical practice in formal education for all students. Embracing the importance and the
necessity of this qualitative approach to motor education, a research was conducted during
the academic year 2022-2023 to answer the following question: is it possible to promote
a process of sports literacy in children aged between 9 and 11 years? Through what actions
is it possible to promote sports skills in students attending the fi fth grade of primary
school? The intent is to pay attention also to the quantitative approach in response to the
defi ciencies that the current generations are highlighting at the psycho-physical level and,
after presenting a screening on a sample, to defi ne some possible integrated strategies, both
qualitative and quantitative, to respond to the emerging problems of well-being concerning
the developmental age. The design work responds to the backward design model (Wiggins
& McTighe, 2005; 2007), which allows an analysis of the task aimed at clarifying what goals
to pursue and how to give evidence of their achievement; makes it possible to clarify which
teaching and learning objectives to pursue; it enables greater consistency between desired
outcomes, key performance, and learning and teaching experiences. It has been decided to
promote learning that derives from experience, with an orientation of relevance, since it
develops in the person the awareness about his prerogatives, the personal project, and the
path taken. The sample was composed of 449 Italian children, aged 9 to 11 years (Male=225;
Female=224). The percentage distribution of students compared to the Motorfi t Lombardia
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reference tables, showed the following results: 66% and 57% of participants were insuffi cient-
poor respectively in the aerobic endurance test (Cooper 12m) and anaerobic endurance
test (10x5 shuttle), only 27% in the fi rst test, and 34% in the second test, were good or excellent,
the rest of the sample is suffi cient. Even in the explosive force of the lower limbs, 61%
of the participants are insuffi cient-poor and 28% good-excellent, the rest of the sample is
suffi cient. Better results, however, in tests of upper limb strength (60% good-excellent) and
abdominal strength (57% good-excellent). The trend remains similar even when comparing
sex, males versus females, where there are poor values both in aerobic resistance (64% vs
52%) and in anaerobic resistance (68% vs 63%) and in standing long jump (51% vs 59%). An
experimental plan that offers some advantages over the single-group plan is the two-group
plan where two samples of pupils are randomly chosen, for example, two classes, one of
which is offered the teaching of a subject by an ordinary method and the other the teaching
of the same subject by an experimental method. Random choice gives a certain degree of
confi dence that the two groups are homogeneous. The two changes in the knowledge and
skills acquired are monitored through two tests for each group: the initial test, which detects
the starting level of the learners and the fi nal test, which detects the level of knowledge and
skills reached overall by the learners. The participants came from Comprehensive Institutes
of the province of Turin and the province of Palermo equally distributed. The sample was
composed by 323 children aged from 9 to 11 years, of which 125 males and 198 females. The
tools we used in the research are: Test Eurofi t (Council of Europe, 1988); Test anamnestic;
Test Motorfi t Lombardia (2006); Physical Activity Questionnaire for Children – PAQ-C (Gobbi
et al, 2012).The fi rst modality, which can respond to the integration between quality and
quantity, in educational proposals, can be traced back to the strategy defi ned as enriched
education (Pesce et al. 2016, p.3), whether motor, physical, or sporting. Under this umbrella,
there is an activity that integrates more or less complex motor tasks within the deliberate
game (Pesce et al., 2015). In this combination of demanding aerobic physical exercise and
playful activity, motivational solicitation, physical commitment and cognitive enrichment
are realised. A second more interdisciplinary modality could be represented by the “physically
active lesson” (Cereda, 2017) characterised by the transfer of bodily and motor action
in the teaching of other school disciplines (Norris et al, 2015) with the great advantage of
guaranteeing, among other things, the minimal daily physical activity indicated by international
organisations in 30 – 60 minutes of moderate to vigorous activity (WHO 2010). A
third modality to which we must commit ourselves is the creation of an educational network
between families, school, and the sports world so that, in each environment, moderate to
vigorous motor activity is promoted on every possible occasion: lessons at school, training
in sport, family activities on the weekend when the child was the protagonist and brought
home the exercises to do.
From a statistical analysis, conducted with the software SPSS.23 (univariate ANOVA), it
was possible to compare some differences between the experimental group and the control
group in all the tests carried out. Participants in the experimental group were signifi cantly
(p< 0.05) more performing, signifi cantly (p< 0.05) more active than the PAQ-C. It follows that
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physical education cannot only protect the qualitative aspect but, through fun, engaging,
motivating strategies, it must also guarantee the quantitative aspect, referring to the request
for an adequate psycho- physical commitment, with an intensity that is not excessive but not
insuffi cient either. Practising motor-physical-sports activity in the playful and educational
dimension must also include the stimulation of aerobic activity, physical effort and movement
in the school environment, to encourage children to move to combat sedentariness
and improve the quality of life
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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