Pupils of Stefanini and Coletti schools, aged 12 –14,
have been given the questionnaire prepared by the Swedish team. The
following considerations come out of
the pupils' answers:
Answers about different strands indicate these
topics/activities as well accepted:
:: Open-air work, school trips, especially to a
Science Centre or an natural environment
:: Lab activities in Science and Mathematics, carried
out both with everyday materials and ICT
:: Lessons given to younger children
Morever, when boys/girls are asked what a single
strand means, they often answer by mentioning other strands. This fact
confirms the tight web among the seven strands. Motivation, fun, real
world and cooperation are thought as particularly indivisible.
Cooperation is seen as fundamental for the self-guided
learning: everybody says that the exchange among peers makes learning
easier and more enjoyable.
Most of pupils like ICT assisted work and think
that Technology helps motivation. The list of disadvantages,
mentioned by few pupils, is to be taken in account, in order to stimulate
the reflection on how and when to use ICT.
The answers reflect different sensibilities,
skills and learning styles: e.g. someone says that he/she needs to be
motivated by particular activities, supports or rewards, some other declare
to enjoy studying
in itself, as
means to be prepared for the future.
Other strands emerge from the survey:
ACTIVE PARTECIPATION , not only while the
work is unfolding, but also when it is introduced (What is the goal?
If I must work, I must be convinced that the task worth my efforts…)
HANDS-ON WORK: it is easier to understand
what I manipulate, what I see...
CURIOSITY: pupils feel the pleasure of discovery,
they like being engaged in new and creative tasks.
REWARD: pupils mention good marks, but also
the satisfaction of building a well done and appreciated product, the
pleasure to communicate their discoveries and to see that who is listening
to them is interested and understand what they are explaining …
