Formazione & insegnamento
ISSN: 2279-7505 | Published: 2017-08-01
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/2343
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/2343/2103
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/2343/2103
Alternate URL (this mirror): https://formazione-insegnamento.eu/2017-15/2/2343-nine-key-concepts-for-an-education-informed-by-evidence
Title: Nine key concepts for an education informed by evidence
Abstract: Educational activities are often governed by naive beliefs, not based on asolid empirical basis but deeply rooted among teachers, educators andtrainers. Starting from a set of widespread beliefs, the article presents somekey concepts emerging from meta-analysis in education and learning research.The idea is to provide a reference system for planning pathways andlearning environments that can support effective training.
Keywords:
Title: Nove concetti chiave per un'istruzione informata dall'evidenza
Abstract: Le attività istruttive sono spesso regolate da credenze ingenue, non fondatesu una solida base empirica ma profondamente radicate tra insegnanti, educatorie formatori. A partire da un insieme di credenze diffuse, l'articolopresenta alcuni concetti-chiave che emergono dalle meta-analisi in tema diricerca su istruzione e apprendimento. L'idea è quella di fornire un sistemadi riferimento per la progettazione di percorsi ed ambienti di apprendimentoin grado di supportare una formazione efficace.
Keywords:
Title: Neuf concepts clés pour une instruction informée par des preuves
Abstract: Les activités instructives sont souvent réglementées par des croyances naïves, et non fondées d'une base empirique solide mais profondément enracinées entre les enseignants, les formateurs éducatifs.À partir d'un ensemble de croyances répandues, l'articoloupen avec des concepts clés qui émergent de la méta-analyse du thème Diricerca sur l'éducation et l'apprentissage.L'idée est de fournir un système de référence pour la conception des chemins d'apprentissage et des environnements pour soutenir une formation efficace. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Nueve conceptos clave para una instrucción informada por evidencia
Abstract: Las actividades instructivas a menudo están reguladas por creencias ingenuas, no fundadas una base empírica sólida pero profundamente arraigada entre los maestros, los formadores educativos.A partir de un conjunto de creencias generalizadas, el Articolopen con algunos conceptos clave que surgen del metanálisis en el tema Diricerca sobre educación y aprendizaje.La idea es proporcionar un sistema de referencia para el diseño de rutas de aprendizaje y entornos para apoyar una capacitación efectiva. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Nove conceitos -chave para uma instrução informada pela evidência
Abstract: As atividades instrutivas são frequentemente reguladas por crenças ingênuas, não fundadas em uma base empírica sólida, mas profundamente enraizadas entre professores, formadores educacionais.A partir de um conjunto de crenças generalizadas, o articolopeno com alguns conceitos-chave que emergem da meta-análise no tema Diricerca sobre educação e aprendizado.A idéia é fornecer um sistema de referência para o design de caminhos e ambientes de aprendizagem para apoiar o treinamento eficaz. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Anderson, J. (2009). Cognitive Psychology and its Implications (7th edn.). New York: Worth.
Burge, B., Lenkeit, J., Sizmur, J. (2015). PISA in Practice – Cognitive Activation in Maths: How to Use it in the Classroom. Slough: NFER.
Calvani, A. (2012). Per un’istruzione evidence based. Analisi teorico-metodologica internazionale sulle didattiche efficaci e inclusive. Trento: Erickson.
Cantagallo, A., Spintoni, G., Antonucci, G. (2010) (a cura di). Le funzioni esecutive. Valutazione e riabilitazione. Roma: Carocci.
Clark, C.A.C., Sheffield, T.D., Wiebe, S. A., Espy, K. A. (2013). Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls. Child Dev, 84, 2013, pp. 662–677
Clark, R.C. (2010). Evidence-Based Training Methods: A Guide for Training Professionals. Alexandria, Va: Astd Press.
Clark, R.C., Nguyen, F., Sweller, J. (2006). Efficiency in learning. Evidence-based guidelines to manage cognitive load. San Francisco: Pfeiffer Wiley.
Della Sala, S. (2016). Le neuroscienze a scuola. Il buono, il brutto, il cattivo. Firenze: GiuntiScuola.
Diamond, A. (2013). Executive Functions, Annual Review of Psychology. 64, 2013, pp. 135-168
Diamond, A., Lee, K. (2011). Interventions shown to Aid Executive Function Development in Children 4–12 Years Old. Science, 2011 Aug 19; 333(6045), pp. 959–964
Dochy, F., Segers, M., Van den Bossche, P., Gijbels, D. (2003). Effects of problem-based learning: a meta-analysis. Learning and Instruction, 13, pp. 533-568
Earl L.M. (2014). Assessment as Learning. Using Classroom Assessment to Maximize Student Learning. Cheltenham (Vic): Hawker Brownlow.
Ericsson, K. A. et al. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance, Psychological Review. Vol. 100, No 3, 1993, pp. 363-406. Roberto Trinchero 124
Fiorella, L., Mayer, R. (2015). Learning as a Generative Activity. Eight Learning Strategies that Promote Understanding. Cambridge: Cambridge University Press.
Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study. Dev Psychol, 47 (6), 2011, pp. 1539–1552
Geake J.G. (2016). Il cervello a scuola. Neuroscienze e educazione tra verità e falsi miti. Trento: Erickson.
Gijbels, D., Van de Watering, G., Dochy, F., Van den Bossche, P. (2005). The relationship between students’ approaches to learning and learning outcomes, European Journal of Psychology of Education. 20(4), pp. 327–341
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. London: Routledge.
Hattie, J. (2016). Apprendimento visibile, insegnamento efficace. Trento: Erickson.
Hattie, J., Masters, D., Birch, K. (2015). Visible Learning into Action: International Case Studies of Impact. London: Routledge. LeFevre, J., Berrigan, L., Vendetti, C., Kamawar, D., Bisanz, J., Skwarchuk, S. et al. (2013). The role of executive attention in the acquisition of mathematical skills for children in Grades 2 through 4. J Exp Child Psychol, 114 (2), 2013, pp. 243–261
Marzano, R.J., Pickering, D.J., Pollock, J.,E. (2001), Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, Alexandria, Va: Ascd.
Mason, L. (2006). Psicologia dell’apprendimento e dell’istruzione. Bologna: Il Mulino.
Mirmehdi, R., Alizadeh, H., Naraghi, M. (2009). Effectiveness of training executive functions on mathematics performance and reading in primary students with special learning disability (Persian). Res in exceptional children, 2009; 9 (1), pp. 1-12
Morrison, A. B., Chein, J. M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychon Bull Revue, 18, 2011, pp. 46–60
Schleicher, A. (2016). Teaching Excellence through Professional Learning and Policy Reform: Lessons from Around the World. International Summit on the Teaching Profession. Paris: OECD Publishing.
Trinchero, R. (2015). Costruire la learning readiness con la pratica deliberata: i software Beta! e PotenziaMente 2.0. In C. Coggi (a cura di), Favorire il successo a scuola. Il Progetto Fenix dall’infanzia alla secondaria. Lecce:
Vivanet, G. (2014). Evidence based education. Cosa sappiamo sulla didattica che funziona. Roma: Carocci. Nove concetti chiave per un’istruzione informata dall’evidenza 125