6533b823fe1ef96bd127e372
RESEARCH PRODUCT
Didattica e differenze di genere in alunni di 8-12 anni
Giuseppe Zanniellosubject
Social Psychologyalunni di 8-12 anniInternational studiesmedia_common.quotation_subjectTeaching methodeducazione personalizzataeducationMetacognitionstudents 8-12 years oldRegular classroomDidattica differenza di genere scuola.EducationDevelopmental and Educational PsychologyMathematics educationCognitive skillCurriculumSettore M-PED/03 - Didattica E Pedagogia Specialemedia_commonindicatori dell’apprendimentopratiche educativepersonalized educationFeelinggender differenceseducational practiceslearning indicatorsdifferenze di generelcsh:LPsychologypersonalized education gender differences students 8-12 years old learning indicators educational practices.lcsh:EducationSchool learningdescription
I risultati presentati fanno parte di una più ampia ricerca -tuttora in corso-, che mira ad individuare i metodi, le tecniche e gli strumenti didattici che facilitano il successo scolastico degli uomini e delle donne facendo leva sul loro diverso modo di affrontare lo studio. Le diversità fra maschi e femmine, che appartengono al naturale ordine psico-biologico e si manifestano in modo diverso nel tempo e nei luoghi, incidono in modo diretto non solo sullo sviluppo affettivo e relazionale degli alunni ma anche sul loro modo di apprendere; in questo articolo sono presi in considerazione solo gli aspetti che richiedono una particolare attenzione didattica, per quanto riguarda la fascia d’età compresa tra gli 8 e i 12 anni. Il dibattito pedagogico sul tema è molto vivace nei paesi anglofoni da circa venti anni; invece in Italia si è appena agli inizi. We present the first results of an extensive research concerning gender differences that occur in school learning. We illustrate them also in order to promote more adequate teaching methods. We analyze nine points of differences between boys and girls in learning and in school behaviour, that should be taken into account in the first cycle of education and that are derived from international researches carried out in Western countries: movement and physical activity whithin the regular classroom curriculum, cognitive skills, emotions and feelings, relationship with the authority, relationships with peers, metacognitive skills, commitment and perseverance in working, reaction to failure, self-esteem. To verify the results of these studies and to guide teachers in the design first and then in the storytelling of teaching practices that take into account gender differences, we analyze the spontaneous teaching actions of 36 Sicilian teachers - with students aged between eight and twelve years old -, who claimed to be attentive to the enhancement of specific feminine and masculine traits in their teaching activities. We identified totally 24 indicators of gender differences, that teachers should consider, partially changing their teaching activities, if they want to offer both to boys and girls equal opportunities of school success.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2013-07-01 | ECPS - Educational, Cultural and Psychological Studies |