Sessione n.3

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Chair: Alessandra La Marca

Discussant: Davide Capperucci, Patrizia Sposetti

Modalità: in presenza

Aula: Sala lettura, 40 posti

Link per partecipazione a distanza: Clicca qui per partecipare tramite ZOOM

Indice degli interventi:

  1. About the use of digital games on motivation in mathematics. Implications for didactics from a systematic review and meta-analysis
    Sull’uso dei giochi digitali per la motivazione alla matematica. Implicazioni per la didattica derivanti da una revisione sistematica integrata da meta-analisi
    Daniela Fadda; Giuliano Vivanet

    Supporting students’ motivation in mathematics through effective teaching strategies is a significant challenge for educators. A systematic review and meta-analysis was carried out to summarise results of studies concerning the impact of digital games on K-12 student motivation in mathematics. A total of 20 experimental and quasi-experimental studies was included to evaluate intervention efficacy. Moreover, we examined intervention characteristics such as duration, grade, math area and platform for the game. In this work, the results of this analysis and specifically their implications for practice with the aim of supporting confidence and interest in mathematics are discussed.


  2. The professionalism of the teacher in the emergency school
    La professionalità dell’insegnante nella scuola dell’emergenza
    Tammaro R.; Iannotta I.S.; Scarano, R.; Notti A.

    The emergency caused by the Covid-19 pandemic have been having a significant impact on the education system. Therefore, some points listed by Ferrière are current in relation to the teaching of a few contents every day and the refusal of an encyclopedic education: the school, even more at the time of Covid-19, must pay attention on meaningful learning and the development of transversal skills. This contribution aims at identifying the general framework of Italian schools during the emergency to better understand how distance learning has influenced the teaching profession.


  3. Mathematical creations: between individual research and collective resonances
    Creazioni matematiche: tra ricerca individuale e risonanze collettive
    Donatella Merlo; Sonia Sorgato

    The proposal of mathematical creations originates from Freinet’s cooperative pedagogy as well as from teachers who have based their practices on childrens’ experiences and interests. A creation is both a manual and mental process, reflecting personal research, activating children’s intellectual resources, ultimately giving shape to the abstract concepts of Mathematics. It is a spare time moment of transversality between disciplines. Finally, when the moment of discussion comes, through collective dialogue, the teacher can pinpoint the most effective work tracks for learning, not giving in to inconsistency though appreciating each and every student’s personal way of thinking.


  4. Active education practice’s subversive value. The experience of a lower secondary school in Rome
    Il valore eversivo delle pratiche di educazione attiva. L’esperienza di una scuola media romana
    Patrizia Sposetti; Alessia Barbagli

    Now as then, the “Charte de la LIEN” is still relevant and retains a subversive value. Some Italian researchers argue that democratic and progressive schools create inequalities. According to them contents are the core of teaching. They also argue that competition is necessary for good educational outcomes. These theses particularly criticize the fifth point of the “Charter”. The purpose of our paper is to reflect on these issues. We argue that to reflect on schools is to reflect on democracy and social equity. We think that the problem in the school is not the content, but the teaching strategies. To achieve this goal we present a teaching experience carried out in a lower secondary school in Rome during the lockdown.


  5. Innovating the school: an experimental educational project in the “School of Relationships and Responsibilities”
    Innovare la scuola: un progetto di sperimentazione didattica nella “Scuola delle Relazioni e delle Responsabilità”
    Vincenzo Arte; Mara Marini

    This contribution aims at presenting an experimental educational project active for several years in a high school in Rome. Based on a research-action educational methodology, this project was born to allow each student to become an active subject during the learning process. The assumption is that each adolescent should be respected in their character and approach to studying to create a personalized environment where everyone can express themselves. In addition, the contribution aims at presenting the preliminary results of the monitoring activities of the project outcomes by giving voice to the participants.


  6. Compulsory technologies – School e Social Media
    Le Tecnologie dell’obbligo – La scuola alla prova dei social media
    Luciano Di Mele

    The LIEN Chart of 1921 placed the creativity and expressiveness of the pupil at the centre of educational action. At the end of the century, a group of pioneering teachers used the new digital tools as ideal means to open the school to the territory, help pupils have new knowledge and make their voices heard. The recent pandemic and the lockdown problems have accelerated the growth of social media that have offered their services for distance learning. As a result, Digital platforms have entered schools not as mere tools but as natural educational environments. This time the school faces soft privatization that is drawing a new educational territory.


  7. School Institutions in the Construction of Educational Pacts with Families and the Territory: A Research-Training Process.
    Le Istituzioni scolastiche nella costruzione di Patti Educativi con famiglie e territorio: un percorso di Ricerca-Formazione.
    Silvia Ferrante; Guido Benvenuto; Irene Stanzione

    This contribution will depart from the 30 points of Ferrière, to the 4th point of the Nice Congress, reaching the Piano Scuola 2021-2022, where schools are asked to sign Family, School and Community Partnerships. Starting from the idea of a school as an open and democratic system, research moves towards the necessity of investigating contexts, supporting the empowerment possibilities of whole communities. The intervention aims to present the first tools for the definition of a research-training process, supporting the activation of reflective processes on FSCPs, triggering partnership-building practices and measuring their impact on the parties involved.


  8. Assessment of the school climate and individual levels of resilience
    La valutazione del clima scolastico e dei livelli individuali di resilienza
    Valeria Biasi; Giusi Castellana; Conny De Vincenzo

    The school systems, alongside the tasks of transmitting and developing knowledge, are called to perform fundamental functions such as contributing to the development of socio-emotional skills. Starting from these considerations, recent psycho-educational research investigate the role of some contextual and individual variables in favoring social adaptation and self-realization. Here we consider the dimensions of school climate and individual resilience starting with the italian adaptation of the Comprehensive School Climate Inventory (CSCI; Cohen, 2013) integrated with a subscale on individualitazion in learning, and the elaboration of a resilience scale derived from the Devereux Student Strengths Assessment (DESSA, LeBuffe et al., 2009).


    Alessandra La Marca; Federica Martino; Ylenia Falzone

    Service-learning interventions have offered significant opportunities to reduce the long-term negative effects and to empower the recovery process of pupils in difficulty. The study was carried out with 869 students enrolled in the Primary Education Sciences master’s degree course at the University of Palermo. The primary level “fragile” pupils from 33 different schools in Palermo were provided with a total of 60.000 hours of recovery and learning enhancement activities in remote mode. Challenging teaching activities fostered cognitive and learning development of the pupils. The results reveal that the service-learning project led to the rediscovery of inclusion, integration, and civic responsibility.


  10. Volunteering in the 2030 school curriculum: European experiences and evaluation tools
    Il volontariato nel curricolo della scuola del 2030: esperienze europee e dispositivi valutativi
    Maria Ermelinda De Carlo (Università di Perugia) ; Marco Bartolucci (Università di Parma)

    Starting from Ferriere’s pedagogical work, the contribution focuses on the role of volunteering and service learning as a pedagogical device to reactivate students with a view to both mobilising citizenship skills and combating school drop-out. To support this, the European experiences of participatory action research are presented: Educopera, Schola and Class in which, in a transnational way, volunteering was experimented as an “informal and non-formal learning context” for the development of European key competences and in which toolkits were implemented for teachers in the field of assessment and self-assessment of transversal learning.


  11. The music relevance in the Adolphe Ferrière’s pedagogical thinking and its topicality to promote school inclusion
    L’importanza della musica nel pensiero pedagogico di Adolphe Ferrière e la sua attualità per la promozione dell’inclusione scolastica
    Amalia Lavinia Rizzo; Marianna Traversetti

    Adolphe Ferrière is considered one of the scholars from whom derive the principles that have changed the approach of music education, towards an active methodology. In this process, the foundation of the Ligue internationale pour l’education nouvelle (1921) can be considered the beginning of a progressive pedagogical tradition that considers music as an aesthetic experience to be conceived in the context of a new education. The process that will lead to active musical education draws recognition and driving force also from the attention to artistic and moral education, presented as a specific area that characterizes new education in the 30 points proposed by Ferrière in 1919 and reworked by him in the magazine Pour l’Ère Nouvelle (1925).