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Metodologie didattiche attive e Story Map per un apprendimento autentico
Lucidi, Lavinia
Pesaresi, Cristiano
2023
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e-ISSN
2282-572X
Abstract
In a didactic-educational context that looks forward to new frontiers made up of integrated experiences and innovative solutions, capable of arousing enthusiasm, fostering virtuous intersectoral relations and providing applied instruments, this contribution first of all draws an organic schematisation with various matrices summarising the main features, strengths and weaknesses of numerous methodologies. Similar matrices in fact enable one to indicate possible operational directions with a critical-proactive approach, founded on literature, experiences in the lecture hall and validation, to be kept in mind with a certain level of flexibility. This is aimed at supporting a successful teaching-learning process, based on rigour and wonder, active participation and research-action, group collaboration. A common denominator of the active didactic methods can thus be found in the use of geotechnologies and in the realisation of Story Maps, which moreover make it possible to achieve a number of objectives with satisfying results, for the development of skills by the end of the lower secondary school. Two Story Maps are therefore presented in this paper, realised for didactic purposes, which can blend together, in a GIS environment, many documentary materials (maps, remote sensing images, statistical data, graphs, photos, videos, audios, extracts from linguistic-literary sources, links etc.) and promote the web distribution of the end product, giving an original contribution for proposals for tourist-territorial valorisation and the study of topics of interdisciplinary interest. By indicating how to gain access to free wide-ranging licences of ArcGIS Online and highlighting in academic terms a project example of scientific equipment supplied for community coverage, a number of inputs are given outlining how Geography and its instruments can be positioned at the centre of an engaging learning process rich in transversally interesting contents.
In un contesto didattico-educativo che auspica nuove frontiere fatte di esperienze integrate e soluzioni innovative per suscitare entusiasmo, favorire virtuosi rapporti intersettoriali e fornire strumenti applicati, il presente contributo traccia dapprima una schematizzazione organica con una serie di matrici che sintetizzano al loro interno caratteristiche principali, punti di forza e di debolezza di numerose metodologie. Simili matrici consentono, infatti, di indicare, con approccio critico-propositivo, possibili direzioni operative, fondate su letteratura, esperienze in aula e validazione, da tenere a mente con un certo livello di flessibilità. Questo per supportare un proficuo processo di insegnamentoapprendimento, basato su rigore e stupore, partecipazione attiva e ricerca-azione, collaborazione in gruppi. Un punto d’incontro delle metodologie didattiche attive può essere, allora, riscontrato nell’uso delle geotecnologie e nella realizzazione di Story Map, che tra l’altro consentono di soddisfare, con appaganti risultati, alcuni traguardi per lo sviluppo delle competenze già al termine della scuola secondaria di primo grado. Così, in questo lavoro vengono presentate due Story Map, realizzate a scopi didattici, che in ambiente GIS possono armonizzare al loro interno una molteplicità di materiali documentari (carte geografiche, immagini da telerilevamento, dati statistici, grafici, foto, video, audio, estratti di fonti linguistico-letterarie, link ecc.) e favorire la veicolazione su web del prodotto finito, apportando un contributo originale per proposte di valorizzazione turistico-territoriale e per lo studio di argomenti di taglio interdisciplinare. Indicando come disporre a livello scolastico di licenze gratuite di ArcGIS Online su vasto raggio, e richiamando in termini accademici un esempio di progetto di attrezzature scientifiche per dotazione a copertura comunitaria, si forniscono alcuni input per ribadire come la Geografia e i suoi strumenti possano collocarsi al centro di un processo di apprendimento coinvolgente e ricco di contenuti di interesse trasversale.
In a didactic-educational context that looks forward to new frontiers made up of integrated experiences and innovative solutions, capable of arousing enthusiasm, fostering virtuous intersectoral relations and providing applied instruments, this contribution first of all draws an organic schematisation with various matrices summarising the main features, strengths and weaknesses of numerous methodologies. Similar matrices in fact enable one to indicate possible operational directions with a critical-proactive approach, founded on literature, experiences in the lecture hall and validation, to be kept in mind with a certain level of flexibility. This is aimed at supporting a successful teaching-learning process, based on rigour and wonder, active participation and research-action, group collaboration. A common denominator of the active didactic methods can thus be found in the use of geotechnologies and in the realisation of Story Maps, which moreover make it possible to achieve a number of objectives with satisfying results, for the development of skills by the end of the lower secondary school. Two Story Maps are therefore presented in this paper, realised for didactic purposes, which can blend together, in a GIS environment, many documentary materials (maps, remote sensing images, statistical data, graphs, photos, videos, audios, extracts from linguistic-literary sources, links etc.) and promote the web distribution of the end product, giving an original contribution for proposals for tourist-territorial valorisation and the study of topics of interdisciplinary interest. By indicating how to gain access to free wide-ranging licences of ArcGIS Online and highlighting in academic terms a project example of scientific equipment supplied for community coverage, a number of inputs are given outlining how Geography and its instruments can be positioned at the centre of an engaging learning process rich in transversally interesting contents.
Source
Lavinia Lucidi, Cristiano Pesaresi, "Metodologie didattiche attive e Story Map per un apprendimento autentico" in: "Bollettino dell'Associazione Italiana di Cartografia 177 (2023)", EUT Edizioni Università di Trieste, Trieste, 2023, pp. 126-147
Languages
it
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International
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