Il successo formativo per prevenire la dispersione: gli effetti di una didattica attiva sul potenziamento delle strategie di studio nella scuola secondaria di primo grado

Authors

  • Irene Dora Maria Scierri Università degli Studi di Perugia
  • Marco Bartolucci Università degli Studi di Perugia
  • Federico Batini Università degli Studi di Perugia

DOI:

https://doi.org/10.6092/issn.1970-2221/7752

Keywords:

early school leaving, authentic tasks, active didactics, narrative guidance, AMOS 8-15

Abstract

The article shows the results of the NoOut2 project for the prevention of the early school leaving, relating to the lower secondary school. This project implemented an active didactics path focused on both the authentic tasks and the reading aloud in combination with narrative guidance. The hypothesis that motivates the action research is that through an active and participative learning it is possible to stimulate motivation and sense of self-efficacy, to develop competencies, skills and study strategies thus promoting the educational success. The results, assessed through the AMOS 8-15 test, show a significant increase in the strategic metacognitive dimension connected to the study, suggesting that this type of approach could lead to a greater educational success, thus reducing the risk of school failure and drop-out.

Published

2018-06-30

How to Cite

Scierri, I. D. M., Bartolucci, M., & Batini, F. (2018). Il successo formativo per prevenire la dispersione: gli effetti di una didattica attiva sul potenziamento delle strategie di studio nella scuola secondaria di primo grado. Ricerche Di Pedagogia E Didattica. Journal of Theories and Research in Education, 13(1), 1–28. https://doi.org/10.6092/issn.1970-2221/7752

Issue

Section

Articles