http://elea.unisa.it/xmlui/handle/10556/1435 2026-04-20T12:23:16Z http://elea.unisa.it/xmlui/handle/10556/3794 I progetti di MOOC, LOC E WIKI: per esaltare "connettiva-mente" le diversità cognitive Cozzarelli, Carla La ricerca da me impiantata si fonda sui principi caratterizzanti la Teoria del Connettivismo. In primo luogo, secondo tale teorizzazione, risulta indiscutibile il fatto che lo sviluppo tecnologico e la sua prepotente diffusione nella società e nel processo di insegnamento-apprendimento implichino una trasformazione del paradigma educativo incentrato ormai sulla significatività di determinate connessioni in grado di creare e progettare attività di apprendimento fondate sulla compartecipazione in comunità virtuali diversificate. Riprendendo una citazione di Turkle, asserzione pronunciata nel 1995, le nostre vite sullo schermo condizionano sempre di più il nostro modo di vivere le relazioni affettive e personali. I cambiamenti rilevanti che ne conseguono riguardano tanto i percorsi di apprendimento che l’evoluzione del sé, visto che non sono più fondati esclusivamente sull’educazione ricevuta in ambito familiare o prettamente scolastico o mediante le attività parascolastiche, siano esse sportive, di recupero o ricreative. Di conseguenza identificare le strategie, le attività, i percorsi didattici, gli strumenti e gli ambienti non può prescindere dalle tecnologie diventate sempre più predominanti nella nostra vita, facilitando l’acquisizione di una certa consapevolezza riguardo all’importanza di un approccio più critico, e creativo nell’utilizzo delle risorse di rete e nei processi legati alla gestione delle nostre conoscenze. .. [a cura dell'Autore] 2014 - 2015 2016-05-12T00:00:00Z http://elea.unisa.it/xmlui/handle/10556/2476 La formazione docente in chiave semplessa. Indagine sugli atteggiamenti, le opinioni e le preoccupazioni dei docenti campani verso l’educazione inclusiva Di Gennaro, Diana Carmela The research work presented in this thesis stems from a core of reflections on some aspects that currently characterize the national and international scientific debate within the educational field. First, the need to embrace the proposal of full inclusion, welcomed by the Italian educational institutions in 2009, year of the approval in Italy of the United Nations Convention of 2006. The inclusive approach aims at eliminating all barriers to learning and promoting the participation of all pupils in school life by responding to their different needs, thus highlighting the importance of a real transformation of educational policies, cultures and practices (Booth & Ainscow, 2011; Booth et al., 2002). In the light of this approach, teachers become a central element of an educational system promoting school achievement of each and every one. The scientific literature on this topic, however, highlights a positive correlation between the quality of teacher training and student performance. In addition, research on teachers' attitudes towards inclusion suggests that the success of inclusive education is strongly related to perceptions that daily guide teachers (Sharma et al., 2012; Forlin & Chambers, 2011; Jordan et al., 2009; Agbenyega, 2007). Indeed, in recent decades, different studies gradually recognized the educational value of teacher subjectivity, leading to the affirmation of a specific field of research aimed at investigating the so-called implicit dimension of education in order to put in evidence its implications on teaching practices. In this perspective, teaching profession develops from teacher's ability to retrace his or her experiences to learn from them through the implementation of reflective practices that enable the mobilization of internal and external resources that guide the teaching action in situation (The Boterf, 2010), allowing the development of different and effective problem-solving strategies and the use of a flexible and non linear organization. In this scenario of reflections the theory of simplexity enunciated by the physiologist of perception and action of the Collège de France Alain Berthoz seems to be an innovative, non linear approach that, in referring to simple rules of functioning of living organisms in the process of adaptation to the environment, suggests solutions based on simplifying principles that “process complex situations very rapidly, elegantly, and efficiently, taking past experience into account and anticipating the future” (Berthoz, 2012, p.3). Within this perspective, the paradigm of simplexity can offer the keys to interpret the complex nature of teaching moving from the possibility of extending the properties and the principles set out by the French physiologist to the didactic (teaching-learning) system, in order to identify patterns of functioning that regulate teaching action (Sibilio, 2014) thus representing a functional underpinning framework on which to design a new teacher education programme. This theoretical framework supports the study presented in this thesis aiming at investigating the opinions, attitudes and concerns towards inclusion of a sample of teachers who took part to a training activity carried out in the academic year 2014 / 2015 in Campania. The aim of the research is twofold: on the one hand, it aims at stimulating reflections on the possible ways of structuring training courses in order to promote positive attitudes towards inclusion and reduce any states of teachers’ discomfort and concern; on the other, it aims to provide a translated and validated version of the Sacie-R Scale (Forlin et al., 2011), which measures teachers’opinions, attitudes and concerns towards inclusive education. The work is divided into two parts. The first part outlines the theoretical framework underpinning the research, by focusing, in the first chapter, on teacher training within an inclusive perspective. In particular, the importance of a new educational culture is highlighted also with reference to the Profile of Inclusive Teachers, the document developed in 2012 by the European Agency for Development in Special Needs Education which aims to identify a framework of values and skills needed for teachers for working in inclusive contexts (Aiello et al., 2016). In the second chapter the theory of simplexity and its implications in education are presented, moving from the assumption that the complex nature of the teaching-learning process requires an inter- and transdisciplinary approach, in order to identify strategies and tools for dealing with this complexity, by implementing and capitalizing the suggestions and instances from different scientific domains. The third chapter finds the roots of the culture of inclusion in the concept of habitus theorized by Pierre Bourdieu (1972), taking into account that individuals unconsciously internalize a cultural habitus, which is the matrix of a an implicit dimension resulting in specific dispositions to act. Since this implicit dimension seems to have a major impact on the action with respect to the explicit teaching theories (Pearl, 2010), it is of paramount importance to investigate tacit elements that guide teachers’ practices so that they can give a new and more inclusive sense to their professional action. The second part of the work is dedicated to the research project. Starting from a premise that, in the fourth chapter, introduces the study, the objectives and the background of the research are described; then a literature review on teachers’ opinions, attitudes and concerns towards inclusion is presented. The fifth chapter introduces the research design and development, while the sixth chapter focuses on the analysis of the results. In the seventh chapter some considerations and future visions are proposed. [edited by Author] 2014 - 2015 2016-05-12T00:00:00Z http://elea.unisa.it/xmlui/handle/10556/2299 Umanesimo e post-umanesimo: lo sguardo della pedagogia generale Vitale, Valeria L’argomento della Tesi di dottorato riguarda un possibile sguardo pedagogico sull’attuale transizione dalla crisi, da più parti evocata, dell’umanesimo classico filologico e filosofico, quale paradigma di appoggio della pedagogia, attraverso l’avvento e la progressiva obsolescenza delle scienze umane, fino all’attuale configurazione da più parti vista come una sorta di postumanesimo. La transizione vede una nuova forma di teorizzazione pedagogica dal contesto e dalla cornice di senso dell’umanesimo, al contesto e alla cornice di senso del post-umanesimo. La Tesi segnala il passaggio dal paradigma di appoggio della pedagogia generale sagomato dalla filosofia, al paradigma di appoggio sagomato dalle tecno-biologie e dalle neurobiologie, passando attraverso la crisi delle cosiddette scienze umane. Lungo il percorso, l’indagine teorica si accentra sulla bi-polarizzazione umanesimo/post-umanesimo. Tale radicalizzazione dialettica viene emblematizzata, entro l’orizzonte filosofico, dalla messa a punto di posizioni quale quella di Jacques Maritain (umanesimo filosofico), e di Peter Sloterdijk (post-umanesimo filosofico). La forma dell’approdo teorico avviene attraverso un’analisi critica della radicalizzazione del paradigma biologico e tecno-biologico attuale, emblematizzata da posizioni quali quelle di Edoardo Boncinelli e Giacomo Rizzolatti, le quali cercano il paradigma di appoggio nella biologia quale ultima delle scienze umane. [a cura dell'Autore]; The purpose of this PhD thesis is to examine in a pedagogical vision the transition period of the crisis of classical and philological humanism through the arrival and obsolescence of human sciences, up to the current current system which is called by many a kind of post humanism. This transition brings a new kind of pedagogical theorizing, from the context and frame in the sense of humanism to the context and frame of the sense of post humanism. This thesis signals the passage from a supporting framework which is modeled on philosophy to a framework which is based on techno-biology and neurobiology, passing through the crisis of the so-called human sciences. Along the way, the theorietical inquiry is centered on the bipolarization of humanism/post humanism. Such dialectic radicalization is represented, within the philosophical horizon, by the development of positions such as that of Jacques Martin(philosophical humanist) and of Peter Sloterdijk (post humanism philosopher). The form of the theoretical approach is developed through a critical analysis of the current biological and techno-biological paradigm represented by positions such as those of Edoardo Boncinelli and Giacomo Rizzolatti, who seek their supporting frameworks in biology, as the latest of the human sciences. [edited by Author] 2014-2015 2016-05-13T00:00:00Z http://elea.unisa.it/xmlui/handle/10556/2298 La sperimentazione di percorsi didattici nella scuola dell’infanzia per lo sviluppo delle abilità inferenziali di lettura Vegliante, Rosa Il progetto di ricerca si inserisce all’interno di quell’insieme di studi, internazionali e nazionali, che hanno inteso analizzare, in maniera segmentata o integrale, le componenti della comprensione del testo a partire dall’età della prescolarizzazione. Il lavoro si struttura in due parti: teoretico-epistemologica ed empirica. La prima tende a delineare il framework teorico che ha per oggetto la reading comprehension, delineando la complessità di un processo, quello della comprensione, che si avvale di una molteplicità di componenti, per arrivare a canalizzare il tema nella fascia d’età di interesse. Nella seconda, si presenta la ricerca che nasce dall’esigenza di descrivere i processi comunicativi e interattivi in gruppi di bambini di scuola dell’infanzia, impegnati in un compito di lettura/comprensione di testi attraverso l’utilizzo funzionale della LIM. L’intento è di sperimentare, mediante specifiche metodologie e sussidi didattici, se e in quale misura sia possibile stimolare e facilitare lo sviluppo delle abilità inferenziali attraverso il coinvolgimento attivo dell’allievo. In tale processo di comprensione la funzione fondamentale è svolta dall’adulto che regola l’interazione tra pari nel compito di lettura, le modalità di partecipazione e le azioni dei soggetti coinvolti. I training sono stati realizzati avvalendosi di un disegno quasi sperimentale, con gruppo di controllo e sperimentale. I risultati conseguiti avvalorano il progetto di sollecitare l’abilità di comprensione del testo verbale per mezzo di immagini ed audiovisivi attraverso l’utilizzo funzionale della LIM. [a cura dell'Autore]; The research is part of a set of international and national studies, that intended to analyze, in a segmented or integral way, the components of the text’s comprehension from the age of preschool. The work is structured in two parts: theoretical-epistemological and empirical. The first tends to delineate the theoretical framework that has for object the reading comprehension, outlining the complexity of a process, which makes use of a multiplicity of components, to canalize the theme in the age group of interest. The second part analyses the project that originates from the need to describe the interactive and communicative processes in groups of children attending the preschool, involved in a reading comprehension task through the functional use of a IWB. The goal is to experiment, by using specific methodologies and teaching strategies, whether and how it is possible to stimulate and facilitate the development of inferential skills through the active involvement of the student. In this comprehension process the teacher’s role is of primary importance; in fact he rules the interaction among peers in the reading task, the participation methods and the involved children’s actions. The results strengthen our project to foster verbal text comprehension by using pictures and audiovisual texts through the functional use of a IWB. [edited by Author] 2014-2015 2016-05-10T00:00:00Z