{"id":13993,"date":"2019-03-10T18:15:31","date_gmt":"2019-03-10T17:15:31","guid":{"rendered":"https:\/\/www.autresens.org\/?p=13993"},"modified":"2019-03-10T18:17:19","modified_gmt":"2019-03-10T17:17:19","slug":"a-metacognitive-tool-theoretical-and-operational-analysis-of-skills-exercised-in-structured-concept-maps","status":"publish","type":"post","link":"https:\/\/www.autresens.org\/it\/a-metacognitive-tool-theoretical-and-operational-analysis-of-skills-exercised-in-structured-concept-maps\/","title":{"rendered":"Uno strumento metacognitivo: analisi teorica e operativa delle competenze esercitate nelle mappe concettuali strutturate"},"content":{"rendered":"

Uno strumento metacognitivo: analisi teorica e operativa delle competenze esercitate nelle mappe concettuali strutturate<\/span><\/h1><\/h2><\/div>
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Estratto (articolo disponibile solo in inglese)<\/h3><\/div>

Sviluppare un apprendimento significativo non \u00e8 solo difficile da realizzare, ma richiede anche molto tempo, perch\u00e9 richiede un gran numero di abilit\u00e0 diverse da sviluppare e padroneggiare. Molti studi hanno dimostrato che organizzare le conoscenze in mappe concettuali aiuta insegnanti e studenti a sviluppare un apprendimento significativo (Nesbit, J.C., Adescope, O.O., 2006. Apprendere con le mappe concettuali e di conoscenza: un meta-analisi<\/a>. Rev. Educ. Res. 76:3, 413-446). Basato sul lavoro di Tyler (Tyler, R.W., 1950. Basic principles of Curriculum and Instruction. Universit\u00e0 di Chicago Stampa<\/a>Chicago, IL) e Anderson (Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., 2001. A Tassonomia<\/a> per l'apprendimento, l'insegnamento e la valutazione: una revisione della tassonomia degli obiettivi educativi di Bloom. Longman, New York), questo studio si propone di caratterizzare e organizzare in modo preciso, rigoroso e operativo in una matrice bidimensionale le abilit\u00e0 esercitate durante l'elaborazione delle mappe concettuali, qui definite mappe concettuali dipendenti dal contesto e gerarchicamente strutturate (MCS). Queste abilit\u00e0 corrispondono a quelle effettivamente necessarie nel trasferimento della conoscenza e la matrice potrebbe essere utilizzata come strumento didattico per assistere gli studenti e gli insegnanti in questo trasferimento. Inoltre, consente di prestare attenzione ai processi cognitivi e ai tipi di conoscenza coinvolti durante l'elaborazione delle MCS. Rendere espliciti i livelli tassonomici degli sforzi cognitivi messi in atto durante l'organizzazione della conoscenza in una mappa concettuale potrebbe costituire un utile strumento metacognitivo per focalizzare l'attenzione e gli sforzi di insegnanti e studenti verso il raggiungimento di abilit\u00e0 di pensiero di ordine superiore e un apprendimento significativo.<\/p>\n<\/div>

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Link all'articolo completo (ScienceDirect)<\/h3><\/div>

https:\/\/www.sciencedirect.com\/science\/article\/pii\/S2213020914000263<\/a><\/p>\n

(L'articolo pu\u00f2 essere scaricato in formato PDF dal sito web di ScienceDirect)<\/p>\n<\/div>

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