Formazione & insegnamento
ISSN: 2279-7505 | Published: 2016-12-31
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/2064
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/2064/1934
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/2064/1934
Alternate URL (this mirror): https://formazione-insegnamento.eu/2016-14/3/2064-understanding-observing-and-teaching-cognitive-competen
Title: Understanding, observing and teaching cognitive competences trought school subjects
Abstract: Is taking place in a general rethinking of the school system. Today, the purpose of the school is to prepare students to rapid socio-cultural changes so that they are not overwhelmed.Fundamental for this purpose executive functions have proved to be, especiallythe mental planning of idea, the reflexivity, the systematic in addressing a task/problem and the ability to stay focused. These are skills they will need tomorrow's leaders (Diamond and Lee, 2011). But cognitive competences need a foundation for being applied, developed and generalized, and they find it in the disciplinary contents that from goal become tool of the training process.The Feuerstein's Instrumental Enrichment (IE) is one of the methods that develop cognitive competences (Feuerstein, Rand & Rynders, 1995). The main purpose is to develop in students the competence of learn to learn by training effective cognitive habits and transferable to other contexts. One of the strengths of the Feuerstein's teaching proposal is that it is structured around methodological criteria separable from the program itself and transferable in teaching discipline. It contains clear directions and simple to allow teachersto apply immediately. Our study aims to integrate the methodological criteria developed by Feuerstein in the usual school activities to teach cognitive competences through disciplinary contents.
Keywords:
Title: Conoscere, osservare e insegnare competenze cognitive attraverso didattica disciplinare
Abstract: È in atto un ripensamento generale del sistema scolastico. Oggi la finalità della scuola è di preparare gli studenti ai rapidi cambiamenti socio-culturali in modo che non ne siano travolti.Fondamentali a questo scopo si sono rivelate le funzioni cognitive di tipo esecutivo, in particolare la pianificazione mentale di un'idea, la riflessività, la sistematicità nell'affrontare un compito/problema e la capacità di rimanere concentrati. Queste sono le competenze di cui avranno bisogno i leader di domani (Diamond e Lee, 2011). Ma le competenze cognitive necessitano di un fondamento per essere applicate, sviluppate e generalizzate, e lo trovano nei contenuti disciplinari che da obiettivo diventano strumento del processo formativo.Uno dei metodi che sviluppano competenze cognitive trasversali è il Programma di Arricchimento Strumentale (PAS) di Feuerstein (Feuerstein, Rand & Rynders, 1995). La finalità principale è sviluppare negli studenti la competenza di imparare ad imparare allenando abitudini cognitive efficaci e trasferibili in altri contesti. Uno dei punti di forza della proposta didattica di Feuerstein è che si struttura intorno a criteri metodologici scindibili dal programma stesso e trasferibili in ambito scolastico, nella didattica disciplinare. Contieneindicazioni chiare e semplici che consentono agli insegnanti immediatezza di applicazione.Il nostro studio si propone di integrare i criteri metodologici elaborati da Feuerstein nelle consuete attività scolastiche per insegnare competenze cognitive attraverso contenuti disciplinari.
Keywords:
Title: Connaître, observer et enseigner les compétences cognitives grâce à un enseignement disciplinaire
Abstract: Une repensation générale du système scolaire est en cours.Aujourd'hui, l'objectif de l'école est de préparer les élèves à des changements socioculturels rapides afin qu'ils ne soient pas dépassés. Les Américains de Fondo se sont avérés être les fonctions cognitives exécutives, en particulier la planification mentale d'une idée, une réflexivité, une systématicité dans la confrontation d'une tâche / problème et la capacité de rester concentrée.Ce sont les compétences dont les dirigeants de demain auront besoin (Diamond et Lee, 2011).Mais les compétences cognitives ont besoin d'une fondation pour être appliquée, développée et généralisée, et la trouver dans le contenu disciplinaire qui devient un instrument du processus de formation. Les méthodes qui développent des compétences cognitives transversales sont le Feurstein Instrumental Enrichment Program (PAS) (Feuerstein, Rand & amp; Rynders, 1995).L'objectif principal est de développer chez les étudiants la compétence d'apprendre à apprendre en formant des habitudes cognitives efficaces et transférables dans d'autres contextes.L'une des forces de la proposition didactique de Feurstein est qu'elle est structurée autour de critères méthodologiques qui peuvent être divisés du programme lui-même et transférable dans le domaine de l'école, dans l'enseignement disciplinaire.Il contient clairement et simple et simple qui permettent aux enseignants l'immédiateté de l'application. Notre étude vise à intégrer les critères méthodologiques développés par Feuerstein dans les activités scolaires habituelles pour enseigner les compétences cognitives grâce à un contenu disciplinaire. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Conocer, observar y enseñar habilidades cognitivas a través de la enseñanza disciplinaria
Abstract: Un replanteamiento general del sistema escolar está en marcha.Hoy, el objetivo de la escuela es preparar a los estudiantes para los rápidos cambios socioculturales para que no sean abrumados. Los fondos estadounidenses han demostrado ser las funciones cognitivas ejecutivas, en particular la planificación mental de una idea, reflexividad, sistematicidad para enfrentar una tarea/problema y la capacidad de mantenerse concentrados.Estas son las habilidades que necesitarán los líderes del mañana (Diamond y Lee, 2011).Pero las habilidades cognitivas necesitan una base para aplicar, desarrollar y generalizarla, y encontrarla en el contenido disciplinario que se convierte en un instrumento del proceso de capacitación. Los métodos que desarrollan habilidades cognitivas transversales es el Programa de Enriquecimiento Instrumental de Feuerstein (PAS) (Feuerstein, Rand & amp; Rynders, 1995).El objetivo principal es desarrollar en los estudiantes la competencia de aprender a aprender capacitando hábitos cognitivos efectivos y transferibles en otros contextos.Una de las fortalezas de la propuesta didáctica de Feuerstein es que se estructura en torno a los criterios metodológicos que pueden dividirse del programa en sí y transferible en el campo escolar, en la enseñanza disciplinaria.Contiene claro, simple y simple que permite a los maestros inmediatez de la aplicación. Nuestro estudio tiene como objetivo integrar los criterios metodológicos desarrollados por Feuerstein en las actividades escolares habituales para enseñar habilidades cognitivas a través de contenido disciplinario. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Sabendo, observando e ensinando habilidades cognitivas através do ensino disciplinar
Abstract: Uma repensação geral do sistema escolar está em andamento.Hoje, o objetivo da escola é preparar os alunos para as rápidas mudanças socioculturais para que não fiquem sobrecarregadas. O Fondo Americans provou ser as funções cognitivas executivas, em particular o planejamento mental de uma idéia, reflexividade, sistemática ao enfrentar uma tarefa/problema e a capacidade de permanecer concentrado.Essas são as habilidades que os líderes de amanhã precisarão (Diamond e Lee, 2011).Mas as habilidades cognitivas precisam de uma base a ser aplicada, desenvolvida e generalizada, e encontrá -la no conteúdo disciplinar que se torna um instrumento do processo de treinamento. Os métodos que desenvolvem habilidades cognitivas transversais são o Programa de Enriquecimento Instrumental de Feuerstein (PAS) (Feuerstein, Rand & amp; Rynders, 1995).O principal objetivo é desenvolver nos alunos a competência do aprendizado a aprender treinando hábitos cognitivos eficazes e transferíveis em outros contextos.Um dos pontos fortes da proposta didática de Feuerstein é que ela é estruturada em torno de critérios metodológicos que podem ser divididos no próprio programa e transferíveis no campo escolar, no ensino disciplinar.Ele contém claro, simples e simples que permite aos professores imediatismo da aplicação. Nosso estudo tem como objetivo integrar os critérios metodológicos desenvolvidos pela Feuersstein nas atividades escolares usuais para ensinar habilidades cognitivas por meio de conteúdo disciplinar. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Bodrova, E., & Leong, D.J. (2007). Tools of the Mind: The Vygotskian Approach to Early Childhood Education. New York: Merrill/Prentice Hall.
Borkowsky, J.C. (1995). Signs of intelligence: strategy, generalization and metacognition. In S. R. Yursen (Ed.), The growth of reflection in children (pp. 105-144). Orlando: Academic Press.
Bradley, T. B. (1983). Remediation of cognitive deficits: A critical appraisal of the Feuerstein model. Journal of mental deficiency research, 27(2), 79-92
Bransford, J. D., Delclos, V. R., Vye, N. J., Burns, M. S., & Hasselbring, T. D. (1987). State of the art and future directions. In C. Schneider-Lidz (Ed.), Dynamic assessment (pp. 479496). New York: Guilford Press. Büchel, F. P. (1990a). How are learning activities initiated? An epistemological view of mediated learning experience. In R Feuerstein, P. Klein, & A. J. Tannenbaum (Eds.), Mediated learning experience (MLE): Theoretical, psychological, and learning implications. Tel Aviv/London: Freund Publ. House. Büchel, F. P. (1990b). La perception épisodique et le problème du transfer. In Le temps des autres. Actes des Journées Romandes d’étude ASA 1988. Sion, Suisse: Association suisse d’aide aux handicapés mentaux.
Büchel, F. P., & Scharnhorst, U. (1993). The Learning Potential Assessment Device (LPAD): Discussion of Theoretical and Methodological Problems. In J. H. M. Hamers, A. J. J. M. Ruijssenaars, & K. Sijtsma (Eds.), Learning potential assessment. Theoretical, methodological, and practical issues (pp. 83-111). Amsterdam: Swets & Zeitlinger.
Campione, J. C., & Brown, A. L. (1987). Linking dynamic assessment with school achievement. In C. Schneider-Lidz (Ed.), Dynamic assessment (pp. 82-115). New York: Guilford Press.
Campione, J. C., & Brown, A. L., & Ferrara, R. A. (1982). Mental retardation and intelligence. In R. J. Sternberg (Ed.), Handbook of human intelligence. New York: Cambridge University Press.
Cornoldi, C. (1999). Le difficoltà di apprendimento a scuola. Bologna: Il Mulino.
Cornoldi, C., De Beni, R., & Gruppo MT (2001). Imparare a studiare. Strategie, stili cognitivi, metacognizione e atteggiamenti nello studio. Trento: Erikson.
Davidson, M. C., Amso, D., Anderson L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037-2078
Dewey, J. (1961). Come pensiamo. Firenze: La Nuova Italia.
Diamond, A. (2006). The early development of executive functions. In E. Bialystok & F. I. M. Craik (Eds.), Lifespan Cognition: Mechanisms of Change (pp. 70–95). New York: Oxford University Press.
Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21(5), 335–341
Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64(1), 135-168
Diamond, A., & Lee. K. (2011). Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old. Science, 333, 959-963. Espy, K. A., McDiarmid, M. D., Cwik, M. F., Stalets, M. M., Hamby, A., & Senn, T. E. (2004). The contributions of executive functions to emergent mathematic skills in preschool children. Developmental Neuropsychology, 26(1), 465-486
Feuerstein, R., Rand, Y., Hoffman, M., & Miller, R. (1980). Instrumental Enrichment: An intervention program for cognitive modifiability. Baltimore, MD: University Park Press.
Feuerstein, R., Rand, Y., & Rynders, J. E. (1995). Non accettarmi come sono. Milano: Sansoni Editore.
Feuerstein, R., Feuerstein, R. S., Falik, L., & Rand, Y. (2008). Il Programma di Arricchimento Strumentale di Feuerstein. Trento: Erikson.
Feuerstein, R., Feuerstein, R. S., Falik, L.H., & Rand, Y. (2013). LPAD: Learning Propensity Assessment Device. Batteria per la Valutazione Dinamica della Propensione all’Apprendimento di Reuven Feuerstein. Trento: Erikson.
Gagliardini, E. (2015). Abilità cognitive. Programma di potenziamento e recupero. Trento: Erikson.
Garon, N., Bryson, S. E., Smith, & I. M. (2008). Executive function in preschoolers: a review using an integrative framework. Psychological Bulletin, 134(1), 31-60. Cristina Vedovelli 388
Gray, P. (1997). Psicologia. Bologna: Zanichelli.
Haywood, H. C., & Arbitman-Smith, R. (1981). Modification of cognitive functions in slow learning adolescents. In P. Mittler (Ed.), Frontiers of knowledge in mental retardation: Social, educational and behavioral aspects (pp. 129-140). Baltimore: University Park Press.
Hughes, C. (2005). Executive function and development. In B. Hopkins (Ed.), Cambridge Encyclopedia of Child Development (pp. 313–316). Cambridge: Cambridge University Press.
Jensen, M. & Singer, J. (1987). Structural cognitive modifiability in low functioning adolescents: An evaluation of Instrumental Enrichment. Report submitted to the State of Connecticut Department of Education, New Haven, Yale University.
Kilpatrick W. H. (1962). I fondamenti del metodo. Conversazioni sui problemi dell’insegnamento. Firenze: La Nuova Italia.
Laniado, N. (2003). Come stimolare giorno per giorno l’intelligenza dei vostri bambini. Novara: Red.
Lipman, M. (2005). Educare al pensiero. Università Cattolica del S. Cuore, Milano: Vita e Pensiero.
Loarer, E. (1998). L’éducation cognitive: modèles et methods pour apprendre à penser. Revue Française de Pédagogie, 122, 121-161
Loarer, E., Chartie, D., Huteau, M., & Lautrey, J. (1995). Peut-on eduquer l’intelligence? L’evaluation d’une methode d’education cognitive. Bern: Peter Lang. Miyake, A., Freidman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100
Montessori, M. (1952). La mente del bambino (Mente assorbente). Milano: Garzanti. Moseley, D., Baumfield, V., Elliot, J., Gregson, M., Higgins, S., Miller, J., et al. (2005). Frameworks for Thinking. Cambridge (UK): Cambridge University Press.
Pennington, B. F. (1997). Dimensions of executive functions in normal and abnormal development. In N. A. Krasreger, G. R., Lyon & P. S. Goldman (Eds.), Development of the Prefrontal Cortex (pp. 265-281). Baltimore: Paul H. Brookes.
Romney, D., & Samuels, M. (2001). A meta-analytic evaluation of Feuerstein’s IE program. Educational and Child Psychology, 18(4), 19-34
Shallice, T. (1988). From Neuropsychology to Mental Structure. Cambridge: Cambridge University Press.
Shiell, J. L. (2002). A meta-analysis of Feuerstein’s Instrumental Enrichment. (Ph.D. thesis). University of British Columbia, Vancouver, Canada.
Tebar, B. L. (2003). El perfil del professor mediator: pedagogia de la mediacion. Buenos Aires: Santillana.
Vanini, P. (1999). I concetti chiave dell’ Educazione Cognitiva: la Mediazione. Innovazione Educativa, 6, 18-21
Vanini, P. (2003). Potenziare la mente? Una scommessa possibile: l’apprendimento mediato secondo il Metodo Feuerstein. Brescia: Vannini Editrice.
Vedovelli, C. (2016). Imparare ad imparare con il metodo Feuerstein. Un’indagine sperimentale sull’integrazione dei criteri metodologici del Programma di Arricchimento Strumentale in un curricolo di Scuola Primaria. Formazione & Insegnamento, 14(1), 95111
Vygotskij, L. S. (1978). Mind in Society: The Development of Higher Processes. CambridgeLondon: Harvard University Press.
Zelazo, P. D., & Mueller, U. (2002). Executive function in typical and atypical development. In U. Goswami (Ed.), Handbook of childhood cognitive development (pp. 445–469). Oxford, UK: Blackwell. Conoscere, osservare e insegnare competenze cognitive 389