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FrancoAngeli Journals

Saggi e ricerche

V. 7 N. 1 (2022): Processi Trasformativi e Sostenibili nei Contesti Educativi e Formativi. Per lo Sviluppo di una Pedagogia Impegnata

Lettura e Composizione Integrate Cooperative nella Didattica a Distanza: esaminare gli Effetti su Studenti Universitari

DOI
https://doi.org/10.3280/exioa1-2022oa13934
Inviata
8 aprile 2021
Pubblicato
09-06-2022

Abstract

Per promuovere negli studenti la scrittura come attività consapevole e sistematica per lo studio può risultare efficace il Cooperative Integrated Reading and Composition (CIRC) Model, che si concentra sulla padronanza combinata di strategie di comprensione e di composizione. In rapporto essenziale con la lettura, la co-costruzione di testi stimola gli studenti a esercitare molteplici capacità: analizzare e sintetizzare, immaginare e anticipare, scegliere e selezionare, integrare e elaborare, organizzare i contenuti riguardo a situazioni comunicative e destinatari diversi. Nel presente contributo l’esercizio delle abilità di leggere e comporre testi è stato indagato su un gruppo di studenti universitari che si preparano a diventare maestri. Il programma CIRC è stato applicato in un insegnamento a distanza. Il duplice obiettivo del progetto è stato di facilitare in 285 soggetti lo studio individuale attraverso la scrittura condivisa e di accrescere in loro la consapevolezza d’uso della tecnica nelle classi di scuola primaria. Pur rimanendo su un piano esperienziale, che fornisce dati non generalizzabili, l’attuazione del progetto ha consentito di precisare l’adeguatezza delle procedure utilizzate.

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