Field teaching is understood in the literature as the supervised and guided learning process that takes place through a direct experience of the learner, in a place outside the classroom (Lonergan and Andresen, 1988). Learning is given by the union of cognitive and affective aspects and can be described as the ability to modify thoughts and behaviors following a situation experienced repeatedly. Experience, therefore, plays a key role, indeed it is the sine qua non, for learning to take place, nevertheless the pedagogical value of this type of educational activity still appears to be very neglected today. This thesis work therefore aims to test the effectiveness of learning during field trips in the study of natural sciences in high schools. To achieve this objective, an outdoor activity was designed focusing on river morphology and the relationship between urbanization and the river in the city of Pavia. The field activity was tested on 34 students from classes I and V of the Copernico scientific high school in Pavia. Pre- and post-activity questionnaires were administered to the participants and other data were collected through interviews in order to evaluate the effectiveness of the educational proposal. The main objects of the activity were the concepts of river geomorphology and the integration of the natural forms of the territory in urbanization processes. The activity involved six stops and the compilation of a simplified morphological map as well as a short experiment. The results of the questionnaires demonstrate that at the end of the activity the students have, for example, correctly learned the definition of river terrace and the related mechanisms of formation and evolution and 73% of the participants are able to define the difference between porosity and permeability of a deposit. The students were also asked to give a description of the experience to evaluate the emotional aspects and the three adjectives most used to describe the activity were: interesting, original and useful. In addition to this activity designed and tested directly with the two classes, two other shorter activities were designed and only partially tested. One activity focused on the recognition of the different lithotypes used in the city center as ornamental stones. It consists of eight stages and allows the recognition of the three macro classes of rocks (sedimentary, magmatic and metamorphic) thanks to the use of a simplified and only descriptive recognition key, i.e. without sampling or testing with acid substances. The last educational proposal, instead, involves the observation of the river bed with the discrimination of the different lithotypes and the different grain sizes present, in order to introduce the depositional and erosive processes of the river and the concept of imbrication. In conclusion, the thesis has produced a guide for teachers made up of three different activities for each of which are reported training objectives, key words, additional materials to be viewed before going out into the territory and an outline of the observations that can be made during the picture activities or simple portable experiments. The three proposals involve increasing levels of difficulty and student participation and are easily adaptable to the age of the participants. They are connected to each other but can be carried out at different times and even in different school years.
La didattica sul campo è intesa in letteratura come il processo di apprendimento supervisionato e guidato che si svolge attraverso un’esperienza diretta del discente, in un luogo al di fuori dell’aula scolastica (Lonergan and Andresen, 1988). L’apprendimento è dato dall’unione degli aspetti cognitivi ed affettivi e può essere descritto come la capacità di modificare pensieri e comportamenti, a seguito di una situazione esperita ripetutamente. L’esperienza, quindi, gioca un ruolo chiave, anzi è la conditio sine qua non, perché avvenga l’apprendimento, ciononostante il valore pedagogico di questo tipo di attività educativa appare oggi ancora molto trascurato. Questo lavoro di tesi vuole pertanto testare l’efficacia dell’apprendimento durante le uscite sul campo nell’ambito dello studio delle scienze naturali in senso lato, nella scuola secondaria di II grado. Per raggiungere questo obiettivo è stata progettata un’attività all’aria aperta incentrata sulla morfologia fluviale e sulla relazione tra urbanizzazione e fiume nella città di Pavia. L’attività di campo è stata testata su 34 studenti delle classi I e V del Liceo scientifico Copernico di Pavia. Ai partecipanti sono stati somministrati dei questionari pre e post attività e altri dati sono stati raccolti tramite interviste al fine di valutare l’efficacia della proposta didattica. Gli oggetti principali dell’attività sono stati i concetti di geomorfologia fluviale e l’integrazione delle forme naturali del territorio nei processi di urbanizzazione. L’attività ha previsto sei stop e la compilazione di una mappa morfologica semplificata oltre ad un breve esperimento. I risultati dei questionari dimostrano che al termine dell’attività i ragazzi hanno, ad esempio, appreso correttamente la definizione di terrazzo fluviale e i relativi meccanismi di formazione ed evoluzione ed il 73% dei partecipanti è in grado di definire la differenza tra porosità e permeabilità di un deposito. Agli studenti è stato inoltre chiesto di dare una descrizione dell’esperienza per valutarne gli aspetti emozionali e i tre aggettivi maggiormente utilizzati per descrivere l’attività sono stati: interessante, originale e utile. Oltre a questa attività progettata e testata direttamente con le due classi, sono state progettate e solo parzialmente verificate altre due attività più brevi. Un’attività è stata incentrata sul riconoscimento dei diversi litotipi utilizzati in centro città come pietre ornamentali. Essa è costituita da otto tappe e permette il riconoscimento delle tre macro classi di rocce (sedimentarie, magmatiche e metamorfiche) grazie all’uso di una chiave di riconoscimento semplificata e solo descrittiva, cioè senza campionamenti o saggi con sostanze acide. L’ultima proposta didattica, invece, prevede l’osservazione del greto fluviale con la discriminazione dei differenti litotipi e delle differenti granulometrie presenti, al fine di introdurre i processi deposizionali ed erosivi del fiume ed il concetto di embriciatura. In conclusione, la tesi ha prodotto una guida per insegnanti costituita da tre diverse attività per ciascuna delle quali sono riportati obiettivi formativi, parole chiave, materiali aggiuntivi da visionare prima dell’uscita sul territorio e una traccia delle osservazioni che si possono fare durante l'attività con immagini o semplici esperimenti portatili. Le tre proposte prevedono livelli crescenti di difficoltà e partecipazione degli studenti e sono facilmente adattabili all'età dei partecipanti. Esse sono collegate tra loro ma possono essere svolte in momenti diversi e anche in anni scolastici diversi.
Design di attività di campo efficaci per lo studio delle scienze geologiche nella scuola secondaria di II grado
PETTINARI, CRISTINA
2023/2024
Abstract
Field teaching is understood in the literature as the supervised and guided learning process that takes place through a direct experience of the learner, in a place outside the classroom (Lonergan and Andresen, 1988). Learning is given by the union of cognitive and affective aspects and can be described as the ability to modify thoughts and behaviors following a situation experienced repeatedly. Experience, therefore, plays a key role, indeed it is the sine qua non, for learning to take place, nevertheless the pedagogical value of this type of educational activity still appears to be very neglected today. This thesis work therefore aims to test the effectiveness of learning during field trips in the study of natural sciences in high schools. To achieve this objective, an outdoor activity was designed focusing on river morphology and the relationship between urbanization and the river in the city of Pavia. The field activity was tested on 34 students from classes I and V of the Copernico scientific high school in Pavia. Pre- and post-activity questionnaires were administered to the participants and other data were collected through interviews in order to evaluate the effectiveness of the educational proposal. The main objects of the activity were the concepts of river geomorphology and the integration of the natural forms of the territory in urbanization processes. The activity involved six stops and the compilation of a simplified morphological map as well as a short experiment. The results of the questionnaires demonstrate that at the end of the activity the students have, for example, correctly learned the definition of river terrace and the related mechanisms of formation and evolution and 73% of the participants are able to define the difference between porosity and permeability of a deposit. The students were also asked to give a description of the experience to evaluate the emotional aspects and the three adjectives most used to describe the activity were: interesting, original and useful. In addition to this activity designed and tested directly with the two classes, two other shorter activities were designed and only partially tested. One activity focused on the recognition of the different lithotypes used in the city center as ornamental stones. It consists of eight stages and allows the recognition of the three macro classes of rocks (sedimentary, magmatic and metamorphic) thanks to the use of a simplified and only descriptive recognition key, i.e. without sampling or testing with acid substances. The last educational proposal, instead, involves the observation of the river bed with the discrimination of the different lithotypes and the different grain sizes present, in order to introduce the depositional and erosive processes of the river and the concept of imbrication. In conclusion, the thesis has produced a guide for teachers made up of three different activities for each of which are reported training objectives, key words, additional materials to be viewed before going out into the territory and an outline of the observations that can be made during the picture activities or simple portable experiments. The three proposals involve increasing levels of difficulty and student participation and are easily adaptable to the age of the participants. They are connected to each other but can be carried out at different times and even in different school years.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.14239/28318