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Vol. 16 No. 1 (2025): Pedagogy as a science between theory and empiricism

Participatory teaching and situated learning in elementary school. A design hypothesis between civic education and urban redevelopment

DOI
https://doi.org/10.3280/ess1-2025oa19730
Submitted
marzo 26, 2025
Published
2025-06-26

Abstract

This paper addresses the issue of participatory teaching and educational experimentation “outside the classroom”, aimed at involving students in the construction of their own knowledge through situated learning. The thesis is that experimental pedagogical approaches and experiential educational-didactic methodologies can foster a critical reading of contemporary environmental and geographic-social dynamics. In this sense, a learning unit focused on the study of social and environmental geography is proposed, with the aim of imagining – and, hopefully, activating – the process of redevelopment of a neighborhood, starting from the ideas and active involvement of students from an elementary school in XXX (Italy). The potential of an educational style that promotes collaboration, dialogue and reflection on social-environmental phenomena, contributing to the development of civic consciousness in learners, for the formation of future responsible citizens are also highlighted.

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