Theoretical framework: Environmental sustainability represents one of the most urgent challenges of our time, and at the same time, early education plays a crucial role in shaping conscious and responsible citizens. Gifted children, due to their cognitive and emotional characteristics, show a particular sensitivity towards ecological issues and can represent a privileged target for specific educational interventions. Methods: Within the Se.Me. Project (Serious Game), an environmental education program for primary school pupils aimed at promoting pro-environmental knowledge, attitudes, and behaviors, a specific intervention was proposed for a group of gifted children. This thesis analyzed exclusively the results concerning this group, using psychometric questionnaires, strategy games, and focus groups to investigate ecological knowledge, emotional sensitivity, and predisposition to action. The intervention included laboratory and experiential activities designed to stimulate critical reflection and active engagement. Results: The collected data show that gifted children display greater environmental sensitivity and ecological awareness compared to their typically developing peers. The project fostered the development of complex reflections, the adoption of proactive attitudes, and the ability to propose creative solutions to environmental problems. The integration of participatory methodologies proved particularly effective in enhancing the cognitive and emotional specificities of gifted children. Conclusions: The results confirm the importance of targeted educational interventions to strengthen sustainable knowledge, sensitivity, and behaviors in gifted children. Such individuals can take on a leadership role in promoting sustainability, contributing to the spread of ecological awareness within their educational and social communities. Keywords: environmental education; giftedness; gifted children; sustainability; Se.Me. Project
Cornice teorica: la sostenibilità ambientale rappresenta una delle sfide più urgenti del nostro tempo e, parallelamente, l’educazione precoce riveste un ruolo cruciale nella formazione di cittadini consapevoli e responsabili. I bambini gifted, per le loro caratteristiche cognitive ed emotive, mostrano una sensibilità particolare verso le problematiche ecologiche e possono costituire un target privilegiato per interventi educativi mirati. Metodi: nell’ambito del Progetto Se.Me. (Seriuos Game), un programma di educazione ambientale per alunne e alunni della scuola primaria il cui obiettivo era promuovere conoscenze, atteggiamenti e comportamenti pro-ambientali è stato proposto a un gruppo di bambine e bambini gifted. Nella presente tesi sono stati analizzati esclusivamente i risultati relativi a questa categoria, e sono stati utilizzati questionari psicometrici, giochi di strategia e focus group per indagare conoscenze ecologiche, sensibilità affettiva e predisposizione all’azione. L’intervento ha previsto attività laboratoriali ed esperienziali pensate per stimolare la riflessione critica e il coinvolgimento attivo. Risultati: i dati raccolti mostrano che i bambini gifted presentano una sensibilità ambientale e una consapevolezza ecologica superiori rispetto ai coetanei a sviluppo tipico. Il progetto ha favorito l’elaborazione di riflessioni complesse, l’assunzione di atteggiamenti proattivi e la capacità di proporre soluzioni creative alle problematiche ambientali. L’integrazione di metodologie partecipative si è rivelata particolarmente efficace nel valorizzare le particolarità cognitive ed emotive dei bambini plusdotati. Conclusioni: i risultati confermano l’importanza di interventi educativi mirati per potenziare nei bambini gifted conoscenze, sensibilità e comportamenti sostenibili. Tali soggetti possono assumere un ruolo di leadership nella promozione della sostenibilità, contribuendo a diffondere consapevolezza ecologica nelle comunità educative e sociali di appartenenza. Parole chiave: educazione ambientale; plusdotazione; bambini gifted; sostenibilità; Progetto Se.Me.
Promuovere la sostenibilità nei bambini gifted: il progetto SE.ME.
COLOTTO, LINDA
2024/2025
Abstract
Theoretical framework: Environmental sustainability represents one of the most urgent challenges of our time, and at the same time, early education plays a crucial role in shaping conscious and responsible citizens. Gifted children, due to their cognitive and emotional characteristics, show a particular sensitivity towards ecological issues and can represent a privileged target for specific educational interventions. Methods: Within the Se.Me. Project (Serious Game), an environmental education program for primary school pupils aimed at promoting pro-environmental knowledge, attitudes, and behaviors, a specific intervention was proposed for a group of gifted children. This thesis analyzed exclusively the results concerning this group, using psychometric questionnaires, strategy games, and focus groups to investigate ecological knowledge, emotional sensitivity, and predisposition to action. The intervention included laboratory and experiential activities designed to stimulate critical reflection and active engagement. Results: The collected data show that gifted children display greater environmental sensitivity and ecological awareness compared to their typically developing peers. The project fostered the development of complex reflections, the adoption of proactive attitudes, and the ability to propose creative solutions to environmental problems. The integration of participatory methodologies proved particularly effective in enhancing the cognitive and emotional specificities of gifted children. Conclusions: The results confirm the importance of targeted educational interventions to strengthen sustainable knowledge, sensitivity, and behaviors in gifted children. Such individuals can take on a leadership role in promoting sustainability, contributing to the spread of ecological awareness within their educational and social communities. Keywords: environmental education; giftedness; gifted children; sustainability; Se.Me. Project| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.14239/30935