L’insegnamento della storia basato sulla teoria delle Intelligenze Multiple: La storia di un caso di ricerca-azione
DOI:
https://doi.org/10.6092/issn.1970-2221/20013Parole chiave:
Intelligenze Multiple, storia, inclusione, differenziazione pedagogica, ricerca-azioneAbstract
Nel quadro delle preoccupazioni relative a garantire l’inclusione e l’equità delle opportunità di accesso e successo scolastico, è stata sviluppata una ricerca-azione nel contesto della pratica professionale di un corso di formazione per insegnanti in Portogallo. Questo (caso) studio consiste in una ricerca-azione esplorativa riguardante la mobilitazione didattico-pedagogica della teoria delle Intelligenze Multiple di Gardner nel quadro dell’insegnamento della storia nell’istruzione secondaria portoghese. La ricerca mirava a valutare la rilevanza di una strategia di insegnamento-apprendimento basata sulla teoria di Gardner in questo contesto di studio localizzato. Per la raccolta dei dati è stata utilizzata una metodologia mista (indagine tramite questionario e analisi documentale), con un’analisi dei dati tendenzialmente qualitativa. Il campione era composto da 58 studenti provenienti da due classi scolastiche. I risultati suggeriscono la rilevanza dell’approccio implementato, con vantaggi per gli studenti in termini di motivazione, prestazioni e risultati. È stato inoltre riscontrato che gli studenti ottengono risultati più significativi quando agiscono secondo le loro predisposizioni intellettuali.
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