06 SES 07, Media Environments: Challenging schools and teacher
In the last decade, in Italy, in the context of the educational research, an interesting debate has been opened about the use of space in didactics, in agreement with the European directives. Space factor, although repeatedly discussed, in the field of educational research, was re-examined because it contributes to the creation of inclusive educational environments and setting in accordance with students educational needs. Nowadays, the design of the class should take account of paradigms of design for all and inclusive design for learning to promote a context-oriented teaching model. Act of teaching in a context-oriented model is focused not only about the interaction between teacher and their Students, but also on the environment when happens the teaching-learning process. Organization of the class environments and the learning context is important for an educational approach, which reduces the current transmission approach and increases each potential knowledge through didactic transposition contextualized in an appropriate environment. A Necessity of new studies on space theme in teaching it was appropriate, not only for this paradigm shift (context-oriented model approach) but also for a large number of new technologies and new types of furniture, on the market, that can be used in a classroom. In parallel, the evolution of studies in bio-education and neuro-didactic related to the teaching-learning process, open new interpretive scenarios in this process and during the act of teaching; both in phase of realization of a school environment and during the activities carried out daily in the classroom. In particular, the restructuring of the spaces can be studied based on scientific literature and due to application of a simplex education model.
P. Aiello, D. C. Di Gennaro, C. Palumbo, I. Zollo, M. Sibilio, “Inclusion and Universal Design for Learning in Italian School”, International Journal of Digital Literacy and Digital Competence (IJDLDC), 5(2), 59-68, 2014. A. Berthoz, “La semplessità,” Torino: Codice, 2011. A. Berthoz, “La vicarianza. Il nostro cervello creatore di mondi,” Torino: Codice, 2015. A. Berthoz, “La scienza della decisione,” Torino: Codice, 2004. T. Booth, M. Ainscow, K. Black-Hawkins, M. Vaughan, L. Shaw, “Index for inclusion. Developing learning and participation in schools,” Bristol: CSIE, 2002. Ministero dell’Istruzione, dell’Università e della Ricerca [MIUR], “Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione,”, 2012. P. C. Rivoltella, “Neurodidattica. Insegnare al cervello che apprende,” Milano: Raffaello Cortina, 2012. P. G., Rossi, P. C. Rivoltella, “L’agire didattico. Manuale per l’insegnante,” Brescia: La scuola, 2012. M. Sibilio, “La didattica semplessa,” Napoli: Liguori, 2014.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.