PRESENTATION OF THE SECOND INSTALMENT (Q511939): Difference between revisions
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(Removed claim: financed by (P890): Directorate-General for Regional and Urban Policy (Q8361), Removing unnecessary financed by statement) |
(Removed claim: summary (P836): THE PROJECT STEMS FROM THE NEED TO FIND WAYS TO RECOVER THE SCHOOL DROP-OUT RATE AND TO SEEK A GREATER OVERALL TEACHING EFFECT AS A RESULT OF ATTEMPTING A DECODING DEVICE WHICH IS USUALLY DEFINED AS A METHOD OF STUDY WHICH IS OFTEN CALLED INTO QUESTION IN ORDER TO GIVE A NAME TO VARIOUS FORMS OF PI WHICH ARE DIFFICULT TO MEET. THE APPROACH TO DISCIPLINES IS NOT PART OF THE TEACHING OF THE CONCEPTS BUT OF THE DISCOVERY OF THE CONCEPTS THEMSELVE...) |
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| Property / summary | |||
| Property / summary: THE PROJECT STEMS FROM THE NEED TO FIND WAYS TO RECOVER THE SCHOOL DROP-OUT RATE AND TO SEEK A GREATER OVERALL TEACHING EFFECT AS A RESULT OF ATTEMPTING A DECODING DEVICE WHICH IS USUALLY DEFINED AS A METHOD OF STUDY WHICH IS OFTEN CALLED INTO QUESTION IN ORDER TO GIVE A NAME TO VARIOUS FORMS OF PI WHICH ARE DIFFICULT TO MEET. THE APPROACH TO DISCIPLINES IS NOT PART OF THE TEACHING OF THE CONCEPTS BUT OF THE DISCOVERY OF THE CONCEPTS THEMSELVES, WHICH ARE RE-INVENTED AND RECONSTRUCTED BY THE INDIVIDUAL PUPILS, ON THE BASIS OF PROBLEMATIC SITUATIONS. INSTEAD OF STARTING WORK ON A SUBJECT WITH A NUMBER OF DEFINITIONS, THE RESOLUTION LEADS TO THE DISCOVERY OF A CONCEPT OR THE DEVELOPMENT OF A THEORY. IN SUCH A LEARNING ENVIRONMENT, THE STUDENT UNDERTAKES NOT ONLY CONTENT BUT ALSO IMPARR FROM THE COMPARISON WITH OTHER MODES AND STRATEGIES TO CARRY OUT A TASK IN RECOGNITION OF ITS LIMITS BUT ALSO ITS POTENTIALIT BY IMPROVING SELF-ESTEEM. ACROSS (English) / rank | |||
Revision as of 11:43, 11 November 2020
Project Q511939 in Italy
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | PRESENTATION OF THE SECOND INSTALMENT |
Project Q511939 in Italy |
Statements
58,992.2 Euro
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58,992.2 Euro
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100.0 percent
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21 June 2019
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31 December 2020
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ITIS GBB LUCARELLI BENEVENTO
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41°7'46.42"N, 14°46'56.86"E
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IL PROGETTO NASCE DALLA ESIGENZA DI TROVARE FORME DI RECUPERO DELLA DISPERSIONE SCOLASTICA E DI RICERCARE UNA MAGGIORE EFFICACIA DIDATTICA COMPLESSIVA NONCH DAL DESIDERIO DI TENTARE UNA DECODIFICAZIONE DI CI CHE SI INTENDE NORMALMENTE PER METODO DI STUDIO SPESSO CHIAMATO IN CAUSA A DARE NOME ALLE FORME PI SVARIATE DI DIFFICOLT. LAPPROCCIO ALLE DISCIPLINE NON PARTE DAL DOCENTE CHE INSEGNA I CONCETTI MA DALLA SCOPERTA DEI CONCETTI STESSI CHE VENGONO REINVENTATI E RICOSTRUITI DAI SINGOLI ALUNNI MUOVENDO DA SITUAZIONI PROBLEMATICHE. INVECE DI INIZIARE LA TRATTAZIONE DI UN ARGOMENTO CON UNA SERIE DI DEFINIZIONI SI PARTE DA PROBLEMI LA CUI RISOLUZIONE PORTA ALLA SCOPERTA DI UN CONCETTO O ALLO SVILUPPO DI UNA TEORIA. IN UN SIMILE CONTESTO DI APPRENDIMENTO LO STUDENTE APPRENDER NON SOLO CONTENUTI MA IMPARER DAL CONFRONTO CON GLI ALTRI ANCHE LE MODALIT E LE STRATEGIE PER SVOLGERE UN COMPITO RICONOSCENDO I PROPRI LIMITI MA ANCHE LE PROPRIE POTENZIALIT MIGLIORANDO LA PROPRIA AUTOSTIMA. ATTRAVERSO (Italian)
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Identifiers
C88H18000220007
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