The research presented in this volume offers several points of reflection on the widely debated issues of the measurement of academic learning, concerning in particular the knowledge of contemporary history. The survey is conducted with methodological accuracy and it founded on a substantial amount of empirical data on a representative sample of students newly graduated. It provides a comprehensive representation of the current state of knowledge of the history of the twentieth century to the end of upper secondary school level. In particular, the survey focuses and measure the gap between the real curriculum practiced and official curriculum for the last year of secondary school about the history of the twentieth century. In addition to detecting the individual and school factors effects on levels of learning, it has been examined the complex relationship that students have with contemporary history, paying particular attention to the forms of representation, the sources of learning and teaching methodologies. The reflections of some leading figures in the world of culture contribute to a critical and non-conformist reading of the outcomes of the research.
La ricerca presentata in questo volume offre diversi spunti di riflessione sulla questione ampiamente dibattuta della misurazione degli apprendimenti scolastici, analizzando in particolare la conoscenza della storia contemporanea. L’indagine, condotta con il rigore metodologico di una survey research e perciò fondata su una notevole quantità di dati empirici raccolti su un campione rappresentativo di studenti neo-diplomati, fornisce un’articolata rappresentazione dello stato attuale della conoscenza della storia del Novecento al termine della scuola secondaria di II grado. In particolare la ricerca mette a fuoco e misura il divario esistente tra il “curricolo praticato”, ovvero il programma scolastico effettivamente svolto, e il “curricolo ufficiale”, il programma ministeriale che prevede di riservare l’ultimo anno della scuola secondaria allo studio esclusivo della storia del Novecento. Oltre a rilevare i fattori individuali e di contesto scolastico maggiormente incidenti sui livelli di apprendimento, la ricerca analizza il complesso rapporto che gli studenti intrattengono con la storia contemporanea, prestando particolare attenzione alle forme di rappresentazione, alle fonti di apprendimento e alle metodologie d’insegnamento. Le riflessioni di alcuni illustri esponenti del mondo della cultura contribuiscono a effettuare una lettura critica e non conformista degli esiti della ricerca.
Presentazione / Asquini, Giorgio. - STAMPA. - 4(2013), pp. XI-XII. [10.4458/0641].
Presentazione
ASQUINI, GIORGIO
2013
Abstract
The research presented in this volume offers several points of reflection on the widely debated issues of the measurement of academic learning, concerning in particular the knowledge of contemporary history. The survey is conducted with methodological accuracy and it founded on a substantial amount of empirical data on a representative sample of students newly graduated. It provides a comprehensive representation of the current state of knowledge of the history of the twentieth century to the end of upper secondary school level. In particular, the survey focuses and measure the gap between the real curriculum practiced and official curriculum for the last year of secondary school about the history of the twentieth century. In addition to detecting the individual and school factors effects on levels of learning, it has been examined the complex relationship that students have with contemporary history, paying particular attention to the forms of representation, the sources of learning and teaching methodologies. The reflections of some leading figures in the world of culture contribute to a critical and non-conformist reading of the outcomes of the research.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
