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

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.