Le ricadute del Debate sulle epistemologie personali: Una risposta empirica a questioni storiche e pedagogiche
DOI:
https://doi.org/10.60923/issn.1970-2221/23269Parole chiave:
dibattito regolamentato, epistemologie personali, pensiero critico, relativismo, superficialitàAbstract
Il presente studio indaga la ricaduta della partecipazione al dibattito regolamentato sulle epistemologie personali, mettendo a confronto le consolidate critiche che associano tale pratica al relativismo e alla superficialità. Attraverso un disegno di ricerca quantitativo e sperimentale e mediante l’impiego di un questionario epistemologico validato, sono state analizzate le risposte di 180 studenti della scuola secondaria di secondo grado, suddivisi in gruppo sperimentale e di controllo. I risultati non hanno evidenziato differenze significative in termini di relativismo o superficialità tra i due gruppi, mettendo in discussione le critiche storiche e suggerendo che il dibattito non favorisce epistemologie personali relativistiche o semplificate. Tali evidenze sottolineano il valore pedagogico del dibattito, evidenziandone il potenziale nel promuovere una cittadinanza riflessiva ed etica, oltre a offrire nuove prospettive di ricerca sullo sviluppo epistemico.
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