The book covers four dimensions of the learning to learn topic using results of empirical and theoretical research carried out within classroom settings which involved directly, in many cases, entire institutions and groups of teachers. The dimensions are distinct, however, closely interconnected. The first dimension (Chap. 1) is the contextual one that develops historical, cultural, sociological, political and institutional aspects useful to answer the question about the importance of learning to learn. The second dimension (Chap. 2), the conceptual one, deals with the meaning of the concept of learning to learn as a "goal of education" to be promoted among students. The third dimension (Chap. 3), the planning one, is about the reflections on design of some empirical researches carried out within foreign schools and the main results achieved by them. The evaluative dimension (Chap. 4), finally, collects the arguments about the theoretical assumptions and the data of empirical investigations about tools and procedures used to assess the development of learning to learn. The conclusions collect some possible future scenarios about the development and assessment of learning to learn.
Il lavoro sviluppa quattro dimensioni del tema dell’imparare a imparare utilizzando esiti di ricerche empiriche e teoriche realizzate all’interno di contesti scolastici che hanno coinvolto direttamente, in molti casi, interi istituti e gruppi di insegnanti. Si tratta di dimensioni distinte da considerare tuttavia strettamente interconnesse. La prima dimensione (Cap. 1) è quella contestuale che tocca aspetti di tipo storico-culturale, sociologico e politico-istituzionale utili a rispondere all’interrogativo circa la rilevanza dell’imparare a imparare. La seconda dimensione (Cap. 2) è quella concettuale in cui si colloca la riflessione su quale significato attribuire al concetto di imparare a imparare come “traguardo” educativo da promuovere negli studenti. Nell’ambito della terza dimensione (Cap. 3), quella didattico-progettuale, si collocano le riflessioni sugli impianti progettuali di alcune ricerche empiriche realizzate all’interno di scuole estere e sui principali esiti da esse raggiunti. La dimensione valutativa (Cap. 4), infine, raccoglie le argomentazioni circa i presupposti teorici e i dati di indagini empiriche circa gli strumenti e le procedure utilizzati per valutare lo sviluppo dell’imparare a imparare. Nelle considerazioni conclusive sono delineati possibili scenari che potranno presentarsi a chi vorrà affrontare in futuro il tema dell’imparare imparare.
imparare a imparare nei contesti scolastici. Prospettive e sfide per l’innovazione didattica
MARCUCCIO, MASSIMO
2016
Abstract
The book covers four dimensions of the learning to learn topic using results of empirical and theoretical research carried out within classroom settings which involved directly, in many cases, entire institutions and groups of teachers. The dimensions are distinct, however, closely interconnected. The first dimension (Chap. 1) is the contextual one that develops historical, cultural, sociological, political and institutional aspects useful to answer the question about the importance of learning to learn. The second dimension (Chap. 2), the conceptual one, deals with the meaning of the concept of learning to learn as a "goal of education" to be promoted among students. The third dimension (Chap. 3), the planning one, is about the reflections on design of some empirical researches carried out within foreign schools and the main results achieved by them. The evaluative dimension (Chap. 4), finally, collects the arguments about the theoretical assumptions and the data of empirical investigations about tools and procedures used to assess the development of learning to learn. The conclusions collect some possible future scenarios about the development and assessment of learning to learn.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
