Quale tipo di intuizione per quale genere di educazione: una scoping review
DOI:
https://doi.org/10.6092/issn.1825-8670/19650Parole chiave:
Intuizione, Progettazione educativa, Apprendimento esperienziale, Elementi visivi, Istruzione superioreAbstract
La finalità generale della scoping review è di investigare il ruolo della intuizione in Higher Education. In particolare, mira a comprendere il contributo dell’intuizione nel conseguimento di obiettivi disciplinari. Il metodo di revisione è quello di Arksey and O’Malley, di tipo qualitativo, i dati sono stati estratti in modo “analytical-descriptive;”, al fine di rilevare il significato profondo del contenuto presente negli articoli revisionati. L’approccio qualitativo-interpretativo e l’analisi tematica di alcune parti di testo hanno permesso di comprendere il senso dell’educare attraverso l’intuizione. ERIC, Education Source Ultimate, Scopus, Web of Science, APA PsycArticles sono i database elettronici consultati, 2020-2024 gli anni considerati. I risultati dimostrano che le discipline STEM sono più interessate alla dimensione educativa dell’intuizione e la concettualizzano secondo teorie psicologiche o neurologiche. L’apprendimento esperienziale risulta utile per allenare l’intuizione esperta attraverso elementi visivi. Le discipline più vicine all’area umanistica preferiscono, invece, allenare l’intuizione creativa, intrisa di emozioni, attraverso letture e discussioni in piccolo gruppo.
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Copyright (c) 2024 Rosa Cera, Marta Sinclair
Questo lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
