Sessione n.6

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Chair: Filippo Gomez Paloma

Discussant: Chiara Bertolini, Katia Montalbetti

Modalità: a distanza

Aula: –

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Indice degli interventi:


    The new school law on assessment (O.M. 172/2020) introduces a significant change for primary school: elimination of numerical grades for disciplines. A formal space opens up for formative assessment, an assessment in support of learning. The teacher who undertakes this path helps each student by adapting the teaching proposals to individual needs: in this sense the formative evaluation is also an evaluation for teaching. For this reason it is necessary to work on teacher training, in order to help each teacher to make this approach practicable in their daily work.
  2. Leggimi Ancora Project: the voice of teachers involved in the national read aloud project.
    Il Progetto Leggimi Ancora: la voce degli insegnanti coinvolti nel progetto nazionale di lettura ad alta voce in classe.
    Giulia Mattiacci; Diego Izzo; Giulia Toti.

    Pedagogical research has provided a great body of evidence on reading aloud as a useful practice to promote children’s development (Awah, 2021; Batini et al., 2021; Cabell et al., 2019) in different domains such as cognitive, linguistic, and emotional. In this framework, “Leggimi Ancora” Project has started in 2018 (Batini, 2018); this national project realized by Giunti Scuola with the partnership of University of Perugia, and under scientific direction of Professor Federico Batini is now in its four year. This work presents an analysis of the viewpoint of teachers involved, through a questionnaire consisting of multiple choices and open questions.
  3. eTwinning and New Schools: collaboration and enhancement of cultural heritage
    eTwinning e Scuole Nuove: collaborazione e valorizzazione del patrimonio culturale
    Elif Gulbay; Valeria Di Martino

    At the beginning of the twentieth century, the spread of numerous educational renewal models in line with the New Education movement in Europe and the consequent deepening of the documentation produced in those years allow us to still reflect on the argument today. This paper aims at verifying whether the eTwinning platform can today be considered as one of the possible ways to implement what was hoped for a hundred years ago by the movement of new schools: encouraging collaboration between members of the school community in order to comprise the value of diversity and cultural heritage.
  4. Perception of the experience lived in Distance Learning in a sample of students from Italian secondary schools
    Percezione sull’esperienza vissuta in Dad per un campione di studenti di istituti secondari di secondo grado italiani
    Sara Rizzo

    This survey aims to investigate the perception of Italian students on Distance Learning (DaD) or Integrated. The survey was conducted through the administration of an anonymous online questionnaire to students attending lower secondary school classes distributed throughout the country. The questionnaire administered was constructed ad hoc and tested five “dimensions”: Evaluation of Dad; Behavior of the student; Attention / motivation; Relationship / Social behaviors; Perception of stress and emotion. Italian students highlight the advantage and disadvantages.
  5. Using digital skills within adult education context: the DigiCulture project Guidelines for Creative Industries
    Applicazione delle tecniche digitali in contesti di educazione per gli adulti: le linee guida per le Industrie Creative del progetto europeo DigiCulture
    Antonella Poce; Maria Rosaria Re

    The paper aims at presenting the main research outcomes from the realization at European level of the Guidelines for Digital Competences for Creative Industries, developed within the Erasmus+ KA204 DigiCulture project (Improving the Digital Competences and Social Inclusion of Adults in Creative Industries, 2018-2021). Gaining digital skills and abilities, the promotion of which is often inadequate (European Commission, 2017), could improve the career opportunities of workers in the CI sector, providing access to new distribution markets, such as e-commerce, or adding new forms of digital expression (European Commission, 2018), thus developing social inclusion in an innovative educational prospective.
  6. Authentic evaluation and activism: some points of contact
    Valutazione autentica e attivismo: alcuni punti di contatto
    Fabio Ardolino, Stefano Scippo

    Reflection on authentic assessment highlighted how the measurement of learning through tests fails to account for everyone’s competence. The proposed solution is new assessment (and a new didactic) based on authentic, different and meaningful tasks for each student. Here, it will be noted that these are, for example, tasks very similar to those proposed by Montessori (from commands to conferences), an organization very similar to that conceived by Ferriere, and an evaluation with a function very similar to the one imagined by Dewey.
  7. Sustainability education as a harmonious education. The representations, expectations and needs of a sample of families for a change proposal.
    Educazione alla sostenibilità come educazione armoniosa. Le rappresentazioni, le aspettative e i bisogni di un campione di famiglie per una proposta di cambiamento.
    Ezio Del Gottardo; Salvatore Patera

    The main thesis is: harmonious education and education for sustainability are two sides of the same coin. A thesis already present in the Italian context and which can be found in the many “bottom-up” initiatives for the participation of families in the creation of educational centers for children throughout the country. From these premises begins a qualitative exploratory research work that has collected and analyzed a textual corpus of semi-structured interviews analyzed through “thematic coding”. The interviews revealed the representations, needs and proposals of 72 families. The results produced offer paths for theoretical reflection and action for a possible proposal to revisit educational activities in kindergarten.
  8. The relevance of teachers’ motivation on didactic action: a reflection on the importance of career choice and self-efficacy in the professional field
    La rilevanza della motivazione degli insegnanti sull’azione didattica: una riflessione sull’importanza della scelta lavorativa e dell’autoefficacia in ambito professionale
    Marta Cecalupo, Giorgio Asquini, Daniela Di Donato

    This contribution reflects on the teacher as the promoter of an educational work that places the student at the center of learning, a concept that emerges clearly in the points defined by Ferriére. The study analyzed the data of a questionnaire administered to 796 teachers, who were asked the motivation to become a teacher, which according to the results has repercussions on the level of job satisfaction and self-efficacy, in turn falling on the didactic actions . Therefore, encouraging motivation can influence the context that becomes fertile ground for the success of the points that characterize new schools.
  9. The Neuroeducation perspective on individual learning profiles.
    La prospettiva neurodidattica e le specificità apprenditive individuali
    Giuseppa Compagno

    The second principle of the Charte de la LIEN (edited in Calais in 1921), states that “Education must respect the individuality of the child”. One hundred years later, the very recent Neuroeducation seems perfectly in tune with that statement considering that Neuroeducation focuses a teaching practice meant to meet the intellectual and most diverse characters of pupils. Starting from these considerations, the present study aims at tracing the trajectories of hemispheric diversification and specialization aimed at substantiating the different cognitive, learning and intellectual morphologies of each learner in a neuroeducation perspective.
    Demetrio Ria

    Ferrière argued that teaching practice is based on the spontaneous interests of learners. In recent years, several scholars, in the spirit of the Swiss psychologist’s indications, have considered the possibility of using digital games in the classroom.. In the literature available at this time, it appears that an important actor in this context, namely the teacher, is more neglected if not really marginalized. We want to contribute to the development of a better understanding of the role of the teacher in playful learning and to the improvement of specific digital skills that could be useful in teacher training, not only for the development of playful teaching.
  11. The Éducation nouvelle, childhood and the digital world. An exploratory survey on the use of digital technologies in 0-6 system: a comparison between Italy and Brazil
    L’Éducation nouvelle, l’infanzia e il mondo digitale. Una indagine esplorativa sull’utilizzo delle tecnologie digitali nel sistema integrato 0-6: un confronto tra Italia e Brasile
    Concetta La Rocca; Massimo Margottini; Rosa Capobianco; Paolo Di Rienzo; Aline Sommerhalder; Fernando Donizete Alves

    In the context of the Éducation nouvelle for the 21st century, the reflection on a new educational project starts from the consideration that many of the actual conception about the school were already present in the founding conference of the Ligue Internationale de l’Éducation Nouvelle of 1921. In this conference, mutatis mutandis, it is possible to identify topics that can be used to deal with the theme of digital technology in teaching. In particular this work addresses the issue of digital in the 0-6 sector through the collection, via questionnaire, of the opinions of nursery educator and preschools teachers in Rome (Italy) and the State of Sao Paulo (Brazil).