In recent years, the world of education has found itself facing a series of changes to meet the increasingly pressing needs of the world in which we live. From the methodological point of view, a series of innovative didactics have been developed, detached from the frontal lesson and from a transmitting idea of knowledge, favouring an active didactics where the student is at the centre of the learning process. In this article we present the results of a research-training aimed at verifying the effects of active and competence- based didactics in two classes (second and fifth) of primary school. To this end, the participating subjects were subjected, ex ante and ex post, to tests that verify their cognitive functioning, but also their approach and motivation to study. The results show an increase in the above mentioned dimensions for the experimental groups, compared to peer control groups, suggesting that these didactic interventions may have both a direct effect on the subjects’ learning, but also an empowerment effect of psychological and neuropsychological transversal dimensions.

Un’esperienza di ricerca-formazione basata sulle competenze, nell’Istituto Comprensivo Melanzio-Parini di Castel Ritaldi

Federico Batini
Supervision
;
Marco Bartolucci
Formal Analysis
;
2020

Abstract

In recent years, the world of education has found itself facing a series of changes to meet the increasingly pressing needs of the world in which we live. From the methodological point of view, a series of innovative didactics have been developed, detached from the frontal lesson and from a transmitting idea of knowledge, favouring an active didactics where the student is at the centre of the learning process. In this article we present the results of a research-training aimed at verifying the effects of active and competence- based didactics in two classes (second and fifth) of primary school. To this end, the participating subjects were subjected, ex ante and ex post, to tests that verify their cognitive functioning, but also their approach and motivation to study. The results show an increase in the above mentioned dimensions for the experimental groups, compared to peer control groups, suggesting that these didactic interventions may have both a direct effect on the subjects’ learning, but also an empowerment effect of psychological and neuropsychological transversal dimensions.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11391/1472645
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