Psychology-claims Parisi-pays little attention to the cultural and relational aspects of learning and to study the use of technological artifacts as learning facilitators. For these reasons it has difficulties to make contributions to the school activities. In recent years, however, in the field of the psychology of education, we have seen the development of theoretical models that consider the cultural dimension (e.g. the work of Bruner and Gardner) and the use of technology (such as in the case of the Community of Learners and Knowledge Building Community) in educational settings. However, these theoretical models rarely have been accepted within the school practice, especially for issues related to the research methods. We need to go beyond the use of methods oriented to make research activities "in" school, to point to a research that is actually "for" school. Particularly promising is today the methodological approach called "Design Based Research", which is characterized by the creation of multi-professional research teams, composed of researchers and teachers, and thus able to promote an effective dialogue between the research community and schools.
La psicologia–sostiene Parisi- dedica scarsa attenzione alla dimensione culturale e relazionale dell’apprendimento e non studia l’uso degli artefatti tecnologici come mediatori dell’apprendimento. Per questi motivi essa fatica ad offrire contributi all’azione formativa della scuola. Negli ultimi anni tuttavia, nell’ambito della psicologia dell’educazione, abbiamo assistito a livello teorico alla messa punto di modelli che hanno posto attenzione alla dimensione culturale (si pensi ai lavori di Bruner e di Gardner) e all’uso delle tecnologie (come nel caso della Community of Learners e della Knowledge Building Community) nei contesti educativi. Tuttavia tali modelli teorici, fanno fatica ad essere accolti all’interno delle pratiche scolastiche, soprattutto per questioni legate ai metodi di ricerca proposti. Occorre andare oltre l’uso metodi che puntano ad una ricerca “nella” scuola, per puntare ad una ricerca che sia effettivamente “per” la scuola. Particolarmente promettente appare oggi l’approccio metodologico denominato “Design Based Research” che si caratterizza per la creazione di gruppi di ricerca multiprofessionali, composti da ricercatori e da insegnanti, in grado quindi di promuovere un efficace dialogo tra mondo della ricerca e mondo della scuola.
Per un nuovo dialogo tra psicologia e scuola: riflessioni teoriche e questioni metodologiche.
Cacciamani S
2013-01-01
Abstract
Psychology-claims Parisi-pays little attention to the cultural and relational aspects of learning and to study the use of technological artifacts as learning facilitators. For these reasons it has difficulties to make contributions to the school activities. In recent years, however, in the field of the psychology of education, we have seen the development of theoretical models that consider the cultural dimension (e.g. the work of Bruner and Gardner) and the use of technology (such as in the case of the Community of Learners and Knowledge Building Community) in educational settings. However, these theoretical models rarely have been accepted within the school practice, especially for issues related to the research methods. We need to go beyond the use of methods oriented to make research activities "in" school, to point to a research that is actually "for" school. Particularly promising is today the methodological approach called "Design Based Research", which is characterized by the creation of multi-professional research teams, composed of researchers and teachers, and thus able to promote an effective dialogue between the research community and schools.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
