Skip to main navigation menu Skip to main content Skip to site footer

The need for innovation in didactics: inclusion and technologies

Vol. 9 No. 2 (2018): ESS - The need for innovation in didactics: inclusion and technologies

Laboratory Teaching in Classroom 3.0: an exploratory survey on the perceptions of teachers and students

November 21, 2018


The workshop approach has a long and rich history of supporting teaching and learning activities in different training contexts. The workshop proposals pursue important training objectives, including: the enhancement of theoretical knowledge and their applications; the development of practical skills; the ability to solve problems; a scientific mindset; interest and motivation.

The organization of space and the use of supports, especially if technological, represent two central aspects of any educational planning, but assume within the laboratory proposals a founding role. For this reason, following the preparation of a room 3.0, an exploratory survey was carried out, of which this article explores the results, aimed at gathering information on the opinions, perceptions and attitudes of university teachers and students (future teachers) who participated in training proposals in a technologically equipped and functional space for a continuous redefinition of learning spaces


  1. Baldacci, M. (2004). Il laboratorio come strategia didattica. Suggestioni deweyane. In R. Travaglini & N. Filograsso, Dewey e l'educazione della mente (pp.86-97). Milano: F. Angeli.
  2. Barrows, H. (1985). How to Design a Problem-based Curriculum for Pre-clinical Years. New York, Springer Publishing Co.
  3. De Bartolomeis, F. (1978). Sistema dei laboratori: per una scuola nuova, necessaria e possibile. Milano: Feltrinelli.
  4. De Bartolomeis, F. (1983). Scuola e territorio: verso un sistema formativo allargato. Firenze: La Nuova Italia.
  5. De Landsheere, G. (1978). La formazione degli insegnanti domain. Roma: Armando.
  6. Dewey, J. & Guccione Monroy, A. (1961). Come pensiamo. Firenze, La Nuova Italia.
  7. Dozza L. (2008). Il laboratorio come contesto di co-costruzione di specifiche intelligenze. In G. La Face Bianconi, F. Frabboni, Educazione musicale e formazione (pp.427-445). Milano: Franco Angeli.
  8. Fioretti, S. (2010). Laboratorio e competenze: basi pedagogiche e metodologie didattiche. Milano: Franco Angeli.
  9. Frabboni, F. (1992). Manuale di didattica generale. Roma: Laterza.
  10. Freinet C. (2002). La scuola del fare. Bergamo: Junior.
  11. Iaquinta, T. (2010). Francesco De Bartolomeis: un antipedagogista della pedagogia. Roma: Anicia.
  12. Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  13. Ranieri, M. (2011). Le insidie dell'ovvio: tecnologie educative e critica della retorica tecnocentrica. Pisa: ETS.
  14. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(I), 1-22


Metrics Loading ...