Imparare pratiche partecipative a partire dalle esperienze degli studenti coinvolti in un gioco da tavolo per lo sviluppo di un ambiente di apprendimento, con implicazioni per la formazione degli insegnanti
DOI:
https://doi.org/10.7346/-fei-XXIII-02-25_10Parole chiave:
Apprendimento basato sul gioco, Pratiche partecipative, Sviluppo dell'ambiente d'apprendimento, Formazione degli insegnantiAbstract
EduSpace Lernwerkstatt alla Libera Università di Bozen-Bolzano è un ambiente di apprendimento aperto per la formazione iniziale degli insegnanti e la formazione continua di docenti e maestri di scuola dell’infanzia. Fornisce loro materiali didattici, inclusi giochi per apprendere contenuti e sviluppo delle abilità del Ventunesimo secolo. In questo articolo riportiamo una parte di uno studio in tre parti sul gioco da tavolo The Next Generation of Change Makers, in cui cogliamo le esperienze partecipative degli studenti durante la pratica ludica in occasione delle giornate scolastiche dedicate al progetto annuale. Ai fini della ricerca valutativa, condotta su 85 studenti del quarto anno di scuola secondaria superiore dell’Alto Adige-Südtirol, abbiamo somministrato un questionario on-line post-gioco e integrato l’analisi descrittiva dei dati con l’analisi tematica delle risposte ricevute. I risultati contribuiscono alla discussione sulle opportunità per i discenti di farsi coinvolgere e migliorare l’azione partecipativa attraverso il gioco da tavolo e ci consente di trarre conclusioni sul concetto curricolare di ambienti di apprendimento aperti [open learning environments] nella formazione degli insegnanti.
Riferimenti bibliografici
Baar, R. (2020). Spielend zur Professionalität? Der Einsatz von Spielen in der Lehrkräftebildung unter professionalisierungstheoretischer Perspektive. In U. Stadler-Altmann, S. Schumacher, E. A. Emili, & E. Dalla Torre (Eds.), Spielen, lernen, arbeiten in Lernwerkstätten: Facetten der Kooperation und Kollaboration (pp. 17–28). Verlag Julius Klinkhardt.
Beutel, W. (2021). Demokratisches handeln und schule: Gründe und beispiele für Demokratiebildung. In E. Franzmann, N. Berkemeyer, & M. May (Eds.), Wie viel Verfassung braucht der Lehrberuf? (pp. 175–187). Beltz Juventa.
Breidenstein, G. (2020). Unterricht. In S. Schinkel, F. Hösel, S. M. Köhler, A. König, E. Schilling, J. Schreiber, R. Soremski, & M. Zschach (Eds.), Zeit im Lebensverlauf (pp. 299–304). transcript Verlag. https://doi.org/10.14361/9783839448625-049
Brieger, S. A., Hechavarría, D. M., & Newman, A. (2024). Entrepreneurship and democracy: A complex relationship. Entrepreneurship Theory and Practice, 48(5), 1285–1307. https://doi.org/10.1177/10422587231221797
Ciziceno, M. (2023). From game-based learning to serious games: Some perspectives on digitally mediated learning. Media Education, 14(1), 73–82. https://doi.org/10.36253/me-13294
Cotton, K., & Faires Conklin, N. (1989). Research on early childhood education (School Improvement Research, Series III, 1988–1989). Office of Educational Research and Improvement (ED). https://eric.ed.gov/?id=ED312030
Crookall, D. (2011). Serious games, debriefing, and simulation/gaming as a discipline. Simulation & Gaming, 41, 898–920. https://doi.org/10.1177/1046878110390784
Curriculum for the single-cycle Master’s Degree Programme in Education for Primary Schools (LM-85 bis). (2017). Free University of Bozen-Bolzano.
Dewey, J. (1993). Demokratie und Erziehung: Eine Einleitung in die philosophische Pädagogik. Beltz. (Original work published 1930)
Döring, N. (2023). Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften. Springer. (Page number removed; not included in APA reference entries for books.)
Döring, N. (2024). Stichprobe. In M. Wirtz (Ed.), Dorsch – Lexikon der Psychologie (Online-Ausgabe). Hogrefe. https://dorsch.hogrefe.com/stichwort/stichprobe
Frey, K., & Schäfer, U. (2007). Die Projektmethode: Der Weg zum bildenden Tun. Beltz.
Helsper, W. (2004). Antinomien, widersprüche, paradoxien: Lehrerarbeit – ein unmögliches geschäft? Eine strukturtheoretisch-rekonstru ktive perspektive auf das lehrerhandeln. In B. Koch-Priewe, F. U. Kolbe, & J. Wildt (Eds.), Grundlagenforschung und mikrodidaktische Reformansätze zur Lehrerbildung (pp. 49–99). Klinkhardt.
Himmelmann, G. (2010). Brückenschlag zwischen Demokratiepädagogik, Demokratie-Lernen und politischer Bildung. In D. Lange & G. Himmelmann (Eds.), Demokratiedidaktik (pp. 19–30). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92534-9_2
Gunzenreiner, J., Reitinger, J., & Rombach, M. (2024). Relevanz von demokratielernen und partizipation im kontext von schule und unterricht. In J. K. Franz, J. Langhof, J. Simon, & E. K. Franz (Eds.), Demokratie und Partizipation in Hochschullernwerkstätten (pp. 148–161). Klinkhardt.
Johnson, D. W., Johnson, R. T., & Holubek, E. (2005). Kooperatives Lernen – kooperative Schule. Verlag an der Ruhr.
Jormfeldt, J. (2023). Experiences of school democracy connected to the role of the democratic citizen in the future: A comparison of Swedish male and female upper secondary school students. Journal of Social Science Education, 22(3), 6008. https://doi.org/10.11576/jsse-5530
Kampmann, W. B., & Juel Larsen, L. (2019). The ontology of gameplay: Toward a new theory. Games and Culture, 15(6), 609–631. https://doi.org/10.1177/1555412019825929
Kansteiner, K., & Traub, S. (2016). Umgang mit vielfalt als herausforderung für offene unterrichtsformen und darauf bezogene kompetenzentwicklung von lehrkräften. In G. Lang-Wojtasik, K. Kansteiner, & J. Stratmann (Eds.), Gemeinschaftsschule als pädagogische und gesellschaftliche Herausforderung (pp. 125–141). Waxmann.
Kuckartz, U., & Rädiker, S. (2022). Qualitative Inhaltsanalyse: Methoden, Praxis, Computerunterstützung (5th rev. ed.). Beltz Juventa. (Page range removed; not included for monographs.)
Lindner, J. (2020). Entrepreneurship education by Youth Start—Entrepreneurial challenge-based learning. In The challenges of the digital transformation in education: Proceedings of the 21st International Conference on Interactive Collaborative Learning (ICL2018) – Volume 1 (pp. 866–875). Springer International Publishing. https://doi.org/10.1007/978-3-030-11932-4
Manuzzi, P. (2002). Pedagogia del gioco e dell’animazione: Riflessioni teoriche e tracce operative. Guerini Studio.
Mayrberger, K. (2012). Participatory learning: Designing with the social web. On the contradiction of prescribed participation. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 21, 1–25. https://doi.org/10.21240/mpaed/21/2012.01.12.X
Mian, S., & Kansteiner, K. (2025). The potential of phenomenological vignettes to discover play experiences in a game with perspectives on teacher education and EduSpace Lernwerkstatt. Formazione & Insegnamento, 23, Article 8086. https://ojs.pensamultimedia.it/index.php/siref/article/view/8086
Morselli, D., Mian, S., Schumacher, S., & Andreatti, G. (2025). The next generation of change makers: Developing an entrepreneurship competence in VET students through a board game from the EduSpace Lernwerkstatt. In Proceedings of the Third International Conference of the journal “Scuola democratica”: Education and/for social justice. Vol. 2: Cultures, practices, and change (pp. 72–84). Associazione per Scuola Democratica. Retrieved September 4, 2025, from https://hdl.handle.net/10863/46547
Osterwalder, A., & Pigneur, Y. (2010). Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers. Wiley. Retrieved September 4, 2025, from https://cimne.com/cvdata/cntr2/spc2390/dtos/dcs/businessmodelgenerationpreview.pdf
Patrick, J. J. (2003). Essential elements of education for democracy: What are they and why should they be at the core of the curriculum in schools? [Conference presentation]. Sarajevo, Bosnia and Herzegovina. Retrieved September 4, 2025, https://www.civiced.org/pdfs/EEOEforDemocracy.pdf
Salen, K. (Ed.). (2008). The ecology of games: Connecting youth, games, and learning. MIT Press.
Schumacher, S., Stadler-Altmann, U. M., & Riedmann, B. (2020). Verflechtungen von pädagogischer theorie und praxis: EduSpace Lernwerkstatt: Stationär und mobil. In U. Stadler-Altmann, S. Schumacher, E. A. Emili, & E. Dalla Torre (Eds.), Spielen, lernen, arbeiten in Lernwerkstätten: Facetten der Kooperation und Kollaboration (pp. 184–193). Klinkhardt. https://doi.org/10.25656/01:18432
Staccioli, G. (2008). Il gioco e il giocare: Elementi di didattica ludica (4th ed.). Carocci.
Sousa, C., Rye, S., Sousa, M., Torres, P. J., Perim, C., Mansuklal, S. A., & Ennami, F. (2023). Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches. Frontiers in Psychology, 14, Article 1160591. https://doi.org/10.3389/fpsyg.2023.1160591
Stadler-Altmann, U. M., & Schumacher, S. (2020). Spielen, lernen, arbeiten in Lernwerkstätten: Formen der Kooperation und Kollaboration. In U. Stadler-Altmann, S. Schumacher, E. A. Emili, & E. Dalla Torre (Eds.), Spielen, lernen, arbeiten in Lernwerkstätten: Facetten der Kooperation und Kollaboration (pp. 11–16). Klinkhardt. https://doi.org/10.25656/01:18432
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. https://doi.org/10.1037/a0031311
Zalewski, J., Ganzha, M., & Paprzycki, M. (2019). Recommender system for board games. In 2019 23rd International Conference on System Theory, Control and Computing (ICSTCC) (pp. 249–254). IEEE. https://doi.org/10.1109/ICSTCC.2019.8885455
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Categorie
Licenza
Copyright (c) 2025 Susanne Schumacher, Katja Kansteiner
TQuesto lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
Formazione & insegnamento è distribuita con la seguente licenza: Attribution 4.0 International (CC BY 4.0).
Per ulteriori dettagli, si rimanda alle Politiche di archiviazione e ai Termini di Copyright e Licenza.
