Abstract
The research sprang from the idea that all students build up opinions, concepts, naive theories, meanings and explanations about the different aspects of their school experience and this forms the bases for interpreting, receiving and organising new knowledge. On this hypothesis we elaborated a research method to put the same questions to students from every level of school and to some adults, too. More precisely, we interviewed the students at the end of:
-
- first cycle of primary school (8 years-old)
-
- second cycle of primary school (11 years-old)
-
- secondary school (14 years-old)
-
- biennium of secondary school (16 years-old)
-
- triennium of secondary school (19 years-old)
-
- some adults
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Albertazzi, P., Regis, A., and Roletto, E., 1993, Capire che cosa capiscono gli studenti: le mappe concettuali. Didattica delle scienze 164, Febbraio 1993.
Barbieri, G., Bernardini, P., and Gagliardi, R., 1988, Analyse des conceptions sur le rapport homme environment des élève des licèes de la Lombardie. Jounées Internationales sur l‘education scientifique, Actes XIII.
Barbieri, G., Bernardini, P., and Gagliardi, R., 1988, Le rappresentations en ecologie: un mojen pour aborder l’ interdisciplinarité dans l’education à l’environment. Jounées Internationales sur l’education scientifique, Actes X.
Chevalier, J., and Gheerbrandt, A., 1982, Dictionnair des symboles. Juppiter, Paris.
CIEAEM 47, 1996, Mathematics (education) and common sense. In CIEAEM 47proceedings, Freie Universitat, Berlin.
Codetta, A., and Peroni, F., Recherche-action pour amener les enseignants a l’utilisation des tests dans l’evolution des processes d’einsegnement-apprentissage.Considérations sur cinq ans d’activité: un modéle. CIEAEM 50 proceedeings.
Codetta, A, Cappucci, and G., Cazzaniga, G., 2001, Lo zero e il senso comune, Adelphi, Roma.
Damasio, A. R., 1995, L ’errore di Cartesio, emozione ragione e cervello umano. Adelphi, Milano.
Freudental, H., 1980, The great problem of mathematic education. Proceeding of ICMI 4.
Gardner, H., 1983, Frames of mind: the teory of multiple intelligence. Basic Book, N.Y.
Gardner, H., 1982, Il bambino come artista. Anabasi, Milano.
Hofstader, D. R., 1984, Godel, Escher, Bach. Adelphi, Milano.
Ifrah, G., 1983, Storia universale dei numeri. Mondadori, Milano.
Liber, M., and Sesenna, G., 1988, Ritrovare il sapere. O.P.P.I. Milano.
Maturana, H., 1992, Linguaggio ed emozioni. In For, Milano.
Maturana, H., and Varela, F., 1987, L ’albero della conoscenza. Garzanti, Milano.
Novak, J. D., and Gowin, D. B., 1983, Learning how to learn. Combridge University Press.
OPPIDOCUMENTI, 1995, Pensare e formare, epistemologie a confronto. Strumentiper la formazione. Anno XVIII, n. 68, Milano
OPPIDOCUMENTI, 1996, II pensiero dov’è. Atti del seminario con Humberto Maturana. Anno XIX n.75-76, Milano
Pellerey, M., 1986, Psicologia cognitiva e attività didattica. Orientamenti Pedagogici. 6.
Pellerey, M., 1987, Psicologia cognitiva e attività didattica. Orientamenti Pedagogici. 1.
Rotman, R., 1988, Semeiotica dello zero. Spirali, Milano.
Scurati, C., 1993, La ricerca azione. Bollati Boringhieri, Torino.
Varela, F., 1989, II circolo creativo: Abbozzo di una storia naturale della circolarità . In La realtà inventata. Contributi al costruttivismo (P. Watzlawick, ed.), Feltrinelli, Milano.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Springer Science+Business Media New York
About this chapter
Cite this chapter
Raiteri, A.C., Cambini, R. (2002). A System Approach to the Educational Research: Reflection on an Experience. In: Minati, G., Pessa, E. (eds) Emergence in Complex, Cognitive, Social, and Biological Systems. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-0753-6_14
Download citation
DOI: https://doi.org/10.1007/978-1-4615-0753-6_14
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4613-5224-2
Online ISBN: 978-1-4615-0753-6
eBook Packages: Springer Book Archive