Rivitalizzare la ricerca empirica in campo educativo con la Citizen Science: interpretazioni errate e opportunità
DOI:
https://doi.org/10.6092/issn.1825-8670/16383Parole chiave:
Citizen Science, Ricerca scientifica, Ricerca in educazione, Statistica, StatactivismAbstract
La ricerca empirica in campo educativo deve essere rivitalizzata. Tuttavia, ci sono alcuni equivoci da risolvere: I) gli esperti devono astenersi dall’espropriare gli insegnanti da qualsiasi possibilità di esprimersi sulla ricerca scientifica che conta; II) considerare l’evidenza scientifica come un fatto incontrovertibile è errato; III) credere che l’unica ricerca che valga la pena di essere condotta a scuola sia quella che fornisce certezza e imparzialità politica/etica è l’ultimo equivoco. Un paio di ostacoli per contrastare questi equivoci sussistono: I) la formazione degli insegnanti, che non li mette in grado di comprendere e condurre la ricerca scientifica; II) le pratiche di accountability della produzione scientifica nelle istituzioni accademiche che spingono i ricercatori a pubblicare studi di bassa qualità/interesse. In questo contesto, la Citizen Science (coinvolgimento di non ricercatori in interazioni con i ricercatori professionisti alla pari) può essere una promettente direzione risolutiva.
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