Dalla “scientifically based research” all’“evidence based learning”
DOI:
https://doi.org/10.6092/issn.1825-8670/5980Parole chiave:
Ricerca scientifica, Apprendimento basato sull’evidenza, Metacognizione, Trasferibilità dei dati, Revisione sistematica e Meta-analisiAbstract
La finalità del saggio è quella di riflettere sugli aspetti peculiari della scientifically based research e sugli elementi distintivi della metodologia dell’EBL (evidence based learning), utilizzata nella ricerca “Relationship between Metacognition, Self-efficacy and Self- regulation in Learning”. Il metodo dell’EBL, basato sulla standardizzazione dei dati, ha rappresentato l’occasione per chiarire come si possa considerare l’esperienza apprenditiva degli studenti un insieme di “dati”, e per spiegare come e quando i risultati delle ricerche possano essere considerati generalizzabili e trasferibili ad altri contesti apprenditivi. Le riflessioni presenti in questo lavoro hanno, inoltre, consentito di illustrare le ricadute che i risultati della ricerca, oggetto di analisi, hanno avuto sia a livello micro sia su quello macro della realtà. Oltre a ciò, hanno colmato le lacune riguardanti i processi d’apprendimento/insegnamento e hanno contribuito, attraverso tecniche rigorose come la systematic review e la meta-analisi, all’arricchimento della letteratura scientifica di riferimento e a stabilire standard rigorosi sull’argomento.
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