The discussion on Laboratory Didactics, as a “new” teaching methodology, has developed in Italy since the early 2000s, just as the Démarche d’Investigation and the Inquiry Based Science Education have become a benchmark for the teaching of scientific disciplines in many countries throughout the world. The role of the laboratory in the scientific setting as well as in education and training goes even further back, and has felt the effects of the epistemological debate on scientific method since the beginning of the 1900s. In recent years, laboratory practices have been institutionally present in the ministerial guidelines for the entire pre-university education cycle, and not just for mathematics and scientific disciplines. In this paper, we draw attention to the fact that, on the one hand, the results of pedagogical, psychological and didactic research contribute to the pertinence of such methodological guidelines, but, at the same time, are difficult to put into practice at all levels of school education. Through a case study on problem solving activities in mathematics, we examine how a “laboratory climate” can contribute to building mathematical skills, and discuss the rigidity of the school system with respect to change and innovation of habitual practices.
Il dibattito sulla Didattica laboratoriale come “nuovo” metodo di insegnamento si è sviluppato in Italia a partire dai primi anni duemila, così come la Démarche d’Investigation e l’Inquiry Based Science Education, diventano una raccomandazione per l’insegnamento delle discipline scientifiche in molti Paesi a livello mondiale. Il tema del laboratorio in ambito scientifico e del suo ruolo nell’educazione e nella formazione risale a ben prima e risente, per la matematica in particolare, del dibattito di natura epistemologica sul metodo scientifico degli inizi del 1900. Negli ultimi anni, le pratiche laboratoriali sono Istituzionalmente presenti nelle Indicazioni ministeriali di tutto il ciclo dell’istruzione preuniversitaria, e non solo per la matematica e le discipline scientifiche. In questo lavoro, poniamo l’attenzione sulla considerazione di quanto i risultati delle ricerche in ambito pedagogico, psicologico e didattico da un lato contribuiscano a fondare la pertinenza di tali suggerimenti metodologici, ma contemporaneamente ne riscontrino la difficoltà della diffusione nelle pratiche quotidiane a tutti i livelli scolastici. Attraverso uno studio di caso su attività di problem solving in ambito matematico, esaminiamo come un “clima di laboratorio” possa concorrere alla costruzione di competenze matematiche e discutiamo della rigidità del sistema scolastico rispetto al cambiamento e all’innovazione delle pratiche abituali.
Didattica laboratoriale e costruzione di competenze nell’insegnamento/apprendimento della matematica
Maria polo
2017-01-01
Abstract
The discussion on Laboratory Didactics, as a “new” teaching methodology, has developed in Italy since the early 2000s, just as the Démarche d’Investigation and the Inquiry Based Science Education have become a benchmark for the teaching of scientific disciplines in many countries throughout the world. The role of the laboratory in the scientific setting as well as in education and training goes even further back, and has felt the effects of the epistemological debate on scientific method since the beginning of the 1900s. In recent years, laboratory practices have been institutionally present in the ministerial guidelines for the entire pre-university education cycle, and not just for mathematics and scientific disciplines. In this paper, we draw attention to the fact that, on the one hand, the results of pedagogical, psychological and didactic research contribute to the pertinence of such methodological guidelines, but, at the same time, are difficult to put into practice at all levels of school education. Through a case study on problem solving activities in mathematics, we examine how a “laboratory climate” can contribute to building mathematical skills, and discuss the rigidity of the school system with respect to change and innovation of habitual practices.File | Dimensione | Formato | |
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