1,720,976 research outputs found
L’immaginazione nel gioco
No full textRuolo dell'immaginazione nel gioco secondo una prospettiva socio-costruttivista
Dalla post-verità al riconoscimento dei pensieri altrui. Un percorso educativo
No full textLa post verità (Leith 2017) è un atteggiamento cognitivo che privilegia gli aspetti emotivi e performativi del linguaggio, rispetto alla descrizione di realtà fattuali. In questo contributo si propone l’idea che due motivi sottostiano all’impostazione del “discorso” della post-verità: la crisi del significato, dovuta alla crescente complessità dei fenomeni che impattano sulla vita quotidiana e l’ecologia dei social media; quest’ultima stabilisce reti molto differenziate che trasmettono molto rapidamente messaggi semplificati, ma efficaci nel produrre effetti sociali di consenso. Come conseguenza, si diffonde la comunicazione ostile, che massimizza l’omogeneità e il conformismo delle comunità simili e aumenta la differenza tra comunità diverse.
Si ritiene che la scuola possa contrastare l’uso riduttivo della comunicazione in condizioni di post-verità, sviluppando pratiche che consentano l’elaborazione di piani di significato; la costruzione di “zone di sviluppo intermentale” offre la possibilità di elaborare la comprensione delle conseguenze della comunicazione non ostile per rompere il ciclo dell’ostilità
At-distance learning during emergency: impact of the covid-19 pandemic on hard-to-reach students.
No full textDistance learning (DL) during the Covid-19 pandemic has highlighted critical issues and problems in maintaining continuity in teaching and ensuring the active involvement of all students. The experienced difficulties make necessary to rethink educational planning in the more complex learning
ecologies, characterised by digital contexts. Moreover, the educational conditions of vulnerable students become more evident in the DL, placing this segment of population more at risk of disengagement and drop out. Starting from these assumptions, this work explores the teachers' point of view with respect to the difficulties encountered in their distance teaching experience in reaching the most vulnerable pupils. The survey is aimed at better understanding who, according to the teacher’s perspective, are the most difficult students to reach, which are the major obstacles encountered and
which the educational methodologies used. The article proposes a critical reflection in order to draw possible perspectives that can guide the teachers to achieve, also through the DL, the inclusion and participation of all students
La ricerca empirica in educazione. Prospettive per educatori socio-pedagogici e di nido
No full textLo scopo della metodologia di ricerca è offrire un’intelaiatura cognitiva per ricostruire la relazione tra le esperienze socio-educative e le opportunità di crescita individuale. La ricerca offre pertanto gli elementi per valutare la pratica educativa e introdurre cambiamenti che favoriscono l’adattamento dinamico delle persone all’ambiente. Condurre un’indagine in ambito educativo è un processo riflessivo e sistematico, che implica la presenza sul campo e la capacità personale di entrare in relazione con le persone, mantenendo uno sguardo attento alle condizioni del contesto
Promoting the “Child-centered approach” through an e-learning training course. Problems and prospects
Full text linkThe child-centred approach refers to the specific competencies that practitioners develop, in order to promote children’s participation, initiative, exploration and reflection in meaningful activities for an extended period of time. It is considered a pivotal experience to promote children’s well-being and learning and it is an index of the quality in the educational services.
However, the meanings associated to the “child-centred education” are often contradictory and its presuppositions are seldom stated explicitly.
This contribution presents an analysis of the evaluation offered by a group of students that attended an e-learning training course, concerning the promotion of child-centered practice in early childhood education services, within a European project (Erasmus + 2017-1-UK01-KA201-036798). In particular, it was decided to promote some professional skill related to documentation, considered an essential professional skills in the socio-constructivist perspective. However, the analysis of the students‘ answers gives evidence that a “romantic” approach is quite strong in some initial conceptions of educational approach and the “developmentalist” and the “socio-constructivist” perspectives are not straightforwardly present in the beliefs of future educators. These results show that centrality of the child can be supported by the on-line courses, although it is necessary to present an initial framework that introduces a general orientation to interpret the material presented and to introduce changes in professional practice
Deconstructing Rolle: a teaching proposal to foster first year undergraduates deductive reasoning
No full textINNOVATIVE WRITING PRACTICES AS LEARNING OPPORTUNITIES IN A VULNERABLE SCHOOL CONTEXT. A SOCIAL DESIGN INQUIRY TITLE
No full textThe contribution presents an innovative social design research (Gutiérrez and Jurow, 2016) carried out in
a vulnerable school context, to contrast students’ school exclusion and underachievement. The project
unfolded in a 10-hour group activity, consisting in the working out a collaborative written text
(Thompson, 2014) about the social consequences of hostile communication among peers and the value of
friendship, a sensitive topic of students’ lives. This was considered a step to connect the students’
repertoires of writing practices, developed in their everyday lives, to the academic register (Gee, 2004).
The aim of the contribution is to present the learning opportunities that emerged in the collaborative
writing processes in promoting relational and cognitive competences in students, in particular cohesive
conversation, and reflective skills
THE ‘THIRD SPACE’, WHERE EVERYDAY AND FORMAL WRITING PRACTICES MEET
No full textIn this chapter, the development of literacy competence is intended as a process of progressive
connection of the everyday writing repertoires with the more formal writing genre characteristic of
schooling, through students’ participation in innovative activities in the “third space” (Gutiérrez,
1993; 2008; Gutiérrez, Rhymes, & Larson, 1995). Moving from Jack Goody’s conceptualization of
writing as a “technology of intellect” (Goody, 1987; Olson, 1996), it is considered that young people
work out highly contextualized writing repertoires in their everyday life to achieve specific goals in
practice. These repertoires may differ from the literacy competencies required in school and this
divergence may produce in students from non-mainstream backgrounds an experience of “cultural
discontinuity” (Mehan, 1998) that, in turn, may be an element of school failure. To mediate the
development of appropriate literacy repertoires in multicultural schools, it is required the construction
of a “third space”, in which the existing everyday writing repertoires may be transformed to achieve
expressive and argumentative goals in social communication. The empirical basis for the analysis
derives from a school ethnography, conducted in a secondary school serving a student population of
recent immigration in Italy in a working-class town in Northern East Italy
Le prove di valutazione nella formazione iniziale degli insegnanti: la prospettiva del cambiamento concettuale
No full textQuesto contributo riflette sul ruolo che l’analisi critica delle prove assume nella formazione iniziale degli insegnanti, per promuovere la “conoscenza dei contenuti disciplinari dal punto di vista pedagogico” (“Pe- dagogical Content Knowledge - PCK”). Per favorire la transizione da una concezione strumentale a una strut- turale dei compiti di valutazione, si ritiene che l’insegnamento vada considerato come un processo socio-culturale che implica l’organizzazione del setting, la scelta dei materiali e la strutturazione delle attività e delle modalità di partecipazione degli studenti; si propone l’uso di modalità analitiche “Scenario-based” (Skilling and Stylianides 2017), per ricostruire le concezioni implicite dei futuri insegnanti e favorire la concezione della valutazione per l’apprendimento
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