L'educazione alle competenze digitali in contesti educativi non-formali: pratiche pedagogiche, apprendimenti e inclusività  nei workshop di coding e robotica

Autori

DOI:

https://doi.org/10.7346/sird-012023-p54

Parole chiave:

non-formal education, coding, robotics, digital skills, inclusion

Abstract

 

 

 

Biografie autore

Davide Cino, Department of Communication; Università Cattolica del Sacro Cuore, davide.cino@unicatt.it

 

 

Silke Brandsen, KU Leuven (Belgium), Institute for Media Studies

 

 

Nathalie Bressa, Aarhus University, Aarhus (Denmark) and CNRS i3 (UMR 9217), Télécom Paris, IP Paris, Palaiseau, (France)

 

 

Eva Eriksson, Aarhus University, Dept. of Digital design and Information studies, Aarhus (Denmark)

 

 

 

 

Giovanna Mascheroni, Università Cattolica del Sacro Cuore, Dept. of Communication and Performing Arts, Milano (Italy)

 

 

Bieke Zaman, KU Leuven (Belgium), Institute for Media Studies

 

 

Riferimenti bibliografici

Azevedo, R. (2005). Computers as metacognitive tools for enhancing learning. Educational Psychologist, 40(4), 193-197.

Brown, A.L., & Campione, J.C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education. Mahwah, NJ: Erlbaum.

Cronbach, L.J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. https://doi.org/10.1007/BF02310555.

Duncan, G. J., & Brooks-Gunn, J. (Eds.), (1997). Consequences of growing up poor. New York, NJ: Russell Sage Foundation.

Fullan, M. (2011). Choosing the wrong drivers for whole system Reform. Center for Strategic Education (CSE), Melbourne. URL: http://www.edsource.org/today/wp-content/uploads/Fullan-Wrong-Drivers1.pdf (accessed on 25th May 2020).

Baber, L. D. (2015). Considering the interest-convergence dilemma in STEM education. The Review of Higher Education, 38(2), 251-270.

Bertolini, P. (1988). L'esistere pedagogico. Ragioni e limiti di una pedagogia come scienza fenomenologicamente fondata. Milano: Guerini Scientifica.

Besozzi, E. (2006). Educazione e società. Roma: Carrocci.

Biesta, G. (2015). On the two cultures of educational research, and how we might move ahead: Reconsidering the ontology, axiology and praxeology of education. European Educational Research Journal, 14(1), 11-22.

Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington (VA): NSTA Press.

Chesky, N. Z., & Wolfmeyer, M. R. (2015). Philosophy of STEM education: A critical investigation. New York (NY): Springer.

Chesloff, J. D. (2013). STEM education must start in early childhood. Education Week, 32(23), 27–32

Denzin, N. K., & Lincoln, Y. S. (Eds). (2000). Handbook of qualitative research (2nd ed.). Los Angeles: Sage.

Eccles, J. S. (2015). Gendered socialization of STEM interests in the family. International Journal of Gender, Science and Technology, 7(2), 116-132.

English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(1), 5-24.

Eshach, H. 2007. Bridging In-school and Out-of-school Learning: Formal, Non-formal, and Informal Education. Journal of Science Education and Technology, 16(2), 171-190.

European Commission (2018). 2018 International Digital Economy and Society Index. Luxembourg, Publications Office of the European Union. Available at: https://ec.europa.eu/digital-single-market/en/news/international-digital-economy-and-society-index-2018.

Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal Of Qualitative Methods, 5(1), 80-92.

Giovannini, G. (1987). I molti tempi, luoghi, attori della formazione: un'analisi del policentrismo a partire dall'offerta. Studi di Sociologia, 25(1), 3-17.

Gordon, D. (1982). The concept of the hidden curriculum. Journal of Philosophy of Education, 16(2), 187-98.

Ito, M., Arum, R., Conely, D., Gutiérrez, K., Kirschner, B., Livingstone, S., ... & Watkins, C. S. (2020). The connected learning research network: Reflections on a decade of engaged scholarship. Connected Learning Alliance.

Jackson, N. (2012). Lifewide Learning: history of an idea. In: Jackson N., & Cooper, B. (Eds.) Lifewide Learning, Education & Personal Development (pp. 1-30). E-Book available at: https://www.lifewideeducation.uk/lifewide-learning-education--personal-development.html

Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and individualistic learning. Upper Saddle River (NJ): Prentice-Hall, Inc.

Kafai, Y. B., Fields, D., & Burke, W. Q. (2012). Entering the clubhouse: Case studies of young programmers joining the online Scratch communities. Journal of Organizational and End User Computing, 22(1), 21-35.

Kennedy, T. J., & Odell, M. R. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.

Livingstone, S., & Blum-Ross, A. (2020). Parenting for a digital future: How hopes and fears about technology shape children's lives. Oxford: Oxford University Press.

Livingstone, S., & Sefton-Green, J. (2016). The class: Living and learning in the digital age. New York (NY): New York University Press.

Mehta, R., Creely, E., & Henriksen, D. (2020). A profitable education: Countering neoliberalism in 21st century skills discourses. In Kengwee J., & Onchwari G., Handbook of research on literacy and digital technology integration in teacher education (pp. 359-381). Hershey (PA): IGI Global.

Merkouris, A., Chorianopoulos, K., & Kameas, A. (2017). Teaching programming in secondary education through embodied computing platforms: Robotics and wearables. ACM Transactions on Computing Education (TOCE), 17(2), 1-22.

Reischmann, J. (1986) Learning 'en passant': The Forgotten Dimension. Paper presented at the Conference of the American Adult and Continuing Education, Hollywood, FL, USA, 1-7. Available at: http://www.reischmannfam.de/lit/1986-AAACE-Hollywood.pdf

Saldaña (2009). The coding manual for qualitative researchers. London: Sage.

Sefton-Green, J. (2012). Learning at not-school: A review of study, theory, and advocacy for education in non-formal settings. Cambridge (MA): The MIT Press.

Sheridan I., Goggin, D., O’Sullivan L. (2016). Exploration of learning gained through CoderDojo coding activities. Inted2016 Proceedings, pp. 6541-6548.

Tisza, G., Papavlasopoulou, S., Christidou, D., Iivari, N., Kinnula, M., & Voulgari, I. (2020). Patterns in informal and non-formal science learning activities for children – A Europe-wide survey study. International Journal of Child-Computer Interaction, 25, pp. 1-11.

Tisza, G., Papavlasopoulou, S., Christidou, D.,Voulgari, I., Iivari, N., Giannakos, M.N., Kinnula, M., & Markopoulos, P. (2019). The role of age and gender on implementing informal and non-formal science learning activities for children. In Proceedings of the FabLearn Europe 2019 Conference (FabLearn Europe '19). Association for Computing Machinery. Article 10, pp. 1–9.

Tramma, S. (2009). Che cos' è l'educazione informale. Roma: Carocci.

Turan, S., & Aydoğdu, F. (2020). Effect of coding and robotic education on pre-school children’s skills of scientific process. Education and Information Technologies, 25(5), 4353-4363.

Vygotsky, L.S. (1980). Mind in society: The development of higher psychological processes. Boston (MA): Harvard University Press.

Wang, M. T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29(1), 119-140.

Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). The development of children’s motivation in school contexts. Review of research in education, 23(1), 73-118.

##submission.downloads##

Pubblicato

2023-06-27

Come citare

Cino, D., Brandsen, S., Bressa, N., Eriksson, E., Mascheroni, G., & Zaman, B. (2023). L’educazione alle competenze digitali in contesti educativi non-formali: pratiche pedagogiche, apprendimenti e inclusività  nei workshop di coding e robotica. GIORNALE ITALIANO DELLA RICERCA EDUCATIVA, (30), 054–072. https://doi.org/10.7346/sird-012023-p54

Fascicolo

Sezione

Ricerche

Categorie