The book aims to find the Media Education place into pedagogical and educative research. Using Van der Maren’s framework, this is found into the field of theoretical, political and evaluative research. In the first case we consider all the studies aimed to define Media Education, its belongness to Communication and Education Sciences, the main debates about it: media educator and his professional profile, the relationship between Media Education and the curriculum. Second, a lot of Media Education studies are voted to stress media making into the classroom, that is the methodologies through which students are able to produce media contents; here we have also to consider researches about materials and handbooks for teachers and what people usually means talking about “educational”. Finally we have to consider political and evaluative research. In the first case, the book refers to Media Education movement, its activities for having bee recognized by the governments and finding a space in the curricula. Assessment and evaluation, on the other side, have to be considered: the first has to be made according New Assessment methodologies, because on the contrary it should be very difficult to appreciate the real effects on students’ learning; action-research is the most used methodology with which evaluate processes and try to change something in teachers’ acting.
Il volume intende collocare la Media Education nel contesto della ricerca pedagogica ed educativa. Ricorrendo alla concettualizzazione di Van der Maren, gli ambiti in cui tale collocazione viene effettuata sono quelli della ricerca teorica, di sviluppo e politica e valutativa. Sul primo versante si possono sistemare tutti quegli studi che hanno avuto il compito di definire lo statuto scientifico della Media Education, definendone la coappartenenza a scienze della comunicazione e dell’educazione, e i dibattiti che hanno contribuito ad alimentare: quello sul profilo professionale del media educator e quello relativo alla collocazione della Media Education nel curricolo. Alla ricerca di sviluppo si possono ricondurre studi e ricerche sul media making, ovvero sulle metodologie per produrre contenuti in classe con gli studenti, lo sviluppo di manuali e sussidi, tutto l’ambito dell’educational. Infine, nel contesto della ricerca politica e di valutazione trovano spazio, da una parte, le attività del movimento della Media Education, la sua pressione sulle istituzioni per ottenere un riconoscimento e uno spazio, dall’altra la ricerca relativa alla possibilità di misurare gli effetti della Media Education sugli apprendimenti degli studenti, con particolare attenzione alla valutazione autentica e alla ricerca-azione.
Rivoltella, P.C. (2005). Media Education. Fondamenti didattici e prospettive di ricerca. BRESCIA : La Scuola.
Media Education. Fondamenti didattici e prospettive di ricerca
Rivoltella, Pier Cesare
2005
Abstract
The book aims to find the Media Education place into pedagogical and educative research. Using Van der Maren’s framework, this is found into the field of theoretical, political and evaluative research. In the first case we consider all the studies aimed to define Media Education, its belongness to Communication and Education Sciences, the main debates about it: media educator and his professional profile, the relationship between Media Education and the curriculum. Second, a lot of Media Education studies are voted to stress media making into the classroom, that is the methodologies through which students are able to produce media contents; here we have also to consider researches about materials and handbooks for teachers and what people usually means talking about “educational”. Finally we have to consider political and evaluative research. In the first case, the book refers to Media Education movement, its activities for having bee recognized by the governments and finding a space in the curricula. Assessment and evaluation, on the other side, have to be considered: the first has to be made according New Assessment methodologies, because on the contrary it should be very difficult to appreciate the real effects on students’ learning; action-research is the most used methodology with which evaluate processes and try to change something in teachers’ acting.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
