Environment, artifacts and peer collaboration for a training-education update of the founding constructs of the mediated learning experience theory

Abstract

Following a number of requests coming from the intersection of the disciplines
Architecture, Neuropsychology, Education and through the example
of two experiences of research in a primary school and in a secondary high
school, made on basis of the integration of a new environments-peer mediation-
cultural artifacts, here it is presented a proposal for updating the theoretical
lines of the mediated learning of Reuven Feuerstein for the current
teaching-learning contexts. The creation of a modifying environment
(Feuerstein, 2005; 2011) can provide complex, constructive, intentional and
polyphonic experiences, in which the teacher assumes the role of the learning
mediator by facilitating the medial role between peers and by enabling
the cognitive modifiability.