4 novembre 2022
With this article, Dr. Daniele Nappo highlights the importance of learning that develops multidisciplinary, digital and laboratory skills in order to acquire the aptitude to work independently.
At the Private School school Sigmund Freud in Milan since last year, as an extension of the educational offerings, Artificial Intelligence and Robotics are taught from the first year: very interesting disciplines that allow for functional tools and methods with the use of laboratories during classes and with a project-based facility.
Students and teachers are focused on means that actively offer the process of a new dimension namely that of multidisciplinarity and verticality, through the development of critical thinking and digital competence by interfacing in a different way to the educational paths.
In fact, in addition to typical laboratory activities, motivational activities are also developed, engendered when the student is faced with the construction of an artificial model by establishing a relationship of belonging with it that incentivizes him or her to cope and seek improved solutions; the contextualization of knowledge through practice encourages the activation of inference processes.
These subjects help the transversality of disciplines, stimulating the reworking of acquired knowledge and its use in different contexts.
Such activities are pedagogically based on the action of the young person who becomes the engine of learning. If the process is properly supported, it can generate greater awareness of personal learning and foster the development of metacognitive dynamics. Action, in fact, is based on the student's construction of cognitive artifacts/objects. The objects and their construction process take the form of a truly complex workshop activity. The teacher guides and accompanies the student allowing him to develop personalized learning paths, supporting him when he stops, leaving him free to try, fail, try again and improve.
Undoubtedly, this type of activity fosters curricular innovation by acting on two distinct axes: verticality and interdisciplinarity. The use of robotic mediators and coding activities such as AI creates interesting opportunities for instructional design by teachers and the consequent involvement of children. The other axis of intervention is in the design of interdisciplinarity, where disciplinary knowledge is used to activate paths of work and creation by students.
Especially we are directed in the detection of everything related to the development of critical thinking and attitude to work independently, taking into account the complexities of the proposed activity.
Scuola-Paritaria-Sigmund-Freud-Milano-MI-Liceo-Scienze-Umane-LES-Tecnico-Tecnologico-Informatico-INFO-Tecnico-Economico-Turistico-TUR
