Learning to learn is a hyper-competence that activates and includes several dimensions of the learning process (Stringher, 2021). Sev- eral strands of research defined and operationalized the construct and they recognize Learning to Learn as being inclusive of cogni- tive and metacognitive dimensions and affective and social dimen- sions of learning (Caena, Stringher, 2020; Ajello, Torti, 2019; Hoskins, Frediksson, 2008). The state of the art ensures a variety of tools for assessing competence and a substantial body of research on teachers’ conceptions of learning to learn (Stringher, 2021; Weaytens, Lens, Vandenberghe, 2002). Instead, there seems to be a lack of studies focus on teaching activities and practices. This paper presents the initial outcomes of a survey designed to inves- tigate teaching projects and practices centered on Learning to Learn and submitted to 16 self-selected teachers. Based on the lit- erature, an interview protocol was designed to detect analytically the teaching paths and in particular the enhancement of relevant skills (Scipione, 2021). The results confirm, also on the level of practices, the presence of both a narrow and an expanded view of the learning-to-learn competence (Hounsell, 1979) and a plurality of interpretations of the concept of method.
L’imparare a imparare è un’iper-competenza che attiva e comprende diverse dimensioni del processo di apprendimento (Stringher, 2021). Diversi filoni di ricerca che hanno definito e operazionalizzato il costrutto riconoscono all’imparare a imparare l’essere inclusivo di dimensioni cognitive e metacognitive e di dimensioni affettive e sociali dell’apprendimento (Caena, Stringher, 2020; Ajello, Torti, 2019; Hoskins, Frediksson, 2008). Lo stato dell’arte assicura una certa varietà di strumenti per la valutazione della competenza e un nutrito filone di ricerca sulle concezioni dei docenti sull’imparare a imparare (Stringher, 2021; Weaytens, Lens, Vandenberghe, 2002), mentre risulta carente una messa a fuoco di attività e pratiche didattiche. Il presente contributo presenta i primi esiti di un sondaggio finalizzato a indagare alcuni progetti e pratiche didattiche ritenuti dai docenti centrati sull’Imparare a Imparare. Sulla scorta dei principali framework della letteratura, è stato predisposto un protocollo di intervista per rilevare analiticamente i percorsi didattici e in particolare i tratti favorevoli al potenziamento di rilevanti skills, e sottoposto a 16 insegnanti auto-selezionati (Scipione, 2021). I risultati confermano, anche sul piano delle pratiche, la presenza sia di una visione ristretta che di una allargata della competenza imparare a imparare (Hounsell, 1979) e una pluralità di interpretazioni del concetto di ‘metodo’.
Imparare a imparare tra metodi e soft skills. Un’indagine su pratiche didattiche / Scipione, Lucia. - (2022), pp. 997-1009.
Imparare a imparare tra metodi e soft skills. Un’indagine su pratiche didattiche
Lucia Scipione
2022
Abstract
Learning to learn is a hyper-competence that activates and includes several dimensions of the learning process (Stringher, 2021). Sev- eral strands of research defined and operationalized the construct and they recognize Learning to Learn as being inclusive of cogni- tive and metacognitive dimensions and affective and social dimen- sions of learning (Caena, Stringher, 2020; Ajello, Torti, 2019; Hoskins, Frediksson, 2008). The state of the art ensures a variety of tools for assessing competence and a substantial body of research on teachers’ conceptions of learning to learn (Stringher, 2021; Weaytens, Lens, Vandenberghe, 2002). Instead, there seems to be a lack of studies focus on teaching activities and practices. This paper presents the initial outcomes of a survey designed to inves- tigate teaching projects and practices centered on Learning to Learn and submitted to 16 self-selected teachers. Based on the lit- erature, an interview protocol was designed to detect analytically the teaching paths and in particular the enhancement of relevant skills (Scipione, 2021). The results confirm, also on the level of practices, the presence of both a narrow and an expanded view of the learning-to-learn competence (Hounsell, 1979) and a plurality of interpretations of the concept of method.File | Dimensione | Formato | |
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