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Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper explores the impact of some interdisciplinary teaching practices in promoting school inclusion, in particular for pupils with educational and social vulnerabilities and with disabilities. Teachers and educators have a responsibility to create an inclusive learning environment that celebrates diversity and supports the individual needs and learning trajectories of all students who are carriers of different cultures. The incorporation of interdisciplinary teaching practices not only improves academic achievement, but also promotes social integration, empathy and understanding among pupils, as well as the exploration of certain values such as justice and equality. The study delves into the potential benefits of interdisciplinary approaches, in which educators from different subject areas collaborate to design and implement holistic training plans. By combining knowledge and skills across disciplines such as language arts, mathematics, science, and social studies, teachers and educators can create meaningful learning experiences that cater to different learning styles and abilities. Educational practices, promoting inclusion, actively engage pupils with vulnerabilities and provide learning opportunities through the promotion of a culture of acceptance, tolerance and inclusivity among all learners. The aim of the study is to highlight how the creation of learning environments in which every student feels valued and supported and interdisciplinary teaching practices can produce positive impacts on pupils' performance and emotional well-being, promoting a sense of belonging and self-confidence. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nel presente contributo si riflette sull’insegnamento dell’aspetto verbale serbo e croato a studenti italofoni e si avanzano alcune proposte per il suo insegnamento. In particolare, il percorso delineato si avvale degli apporti della teoria linguistica formale e cognitiva e li traduce in una serie di attività e materiali didattici improntati all’analisi contrastiva e alla riflessione metalinguistica. Inoltre, si forniscono suggerimenti su come, quando e in che ordine affrontare diversi elementi della conoscenza dell’aspetto (di natura semantica, pragmatica, morfologica, lessicale, metalinguistica) necessaria per gestire il sistema aspettuale in serbo e croato. Il contributo contiene, a titolo di esempio, alcuni esercizi sperimentati in classe ed è pensato come una risorsa per gli insegnanti di serbo e croato come L2.

Copyright of Philologist / Filolog: Journal of Language, Literary & Cultural Studies is the property of University of Banja Luka, Faculty of Philology / Univerzitet u Banjoj Luci, Filoloski Fakultet and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kwartalnik Neofilologiczny is the property of Polish Academy of Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article arises from the need to understand and analyze how heritage is taught in secondary schools in Italy. The aim of the research is educational diagnosis and the methodology applied is quantitative, based on the completion of a questionnaire to active teachers. This information collection tool was designed and validated taking into account the objective of this study. This is a non-probabilistic study based on a convenience sample (n=122) of teachers who teach or have taught the subject of History in the region of Agrigento (southern Italy) at secondary school level, during the academic year 2020/2021. The descriptive and inferential analyses carried out show that heritage teaching in the region of Agrigento (Sicily) is traditional and based on the textbook and the master class. The use of more innovative and active strategies and resources is more frequent among women and teachers in the 31-40 age group. It is concluded that there is a need to improve the methodological training of teachers, to ensure a more active and innovative heritage teaching. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article analyzes some of the results that emerged from a questionnaire administered in the academic year 2021/2022, aimed at investigating the point of view of primary school teachers regarding experiences of philosophical reflection with children. The idea of focusing attention on teachers lies in the belief that they are the main protagonists of philosophical practices with children, and that it is important to hear their voices. This contribution analyzes issues such as the training of teachers who intend to engage in these teaching experiences; the benefits that philosophy can bring transversally to improve learning in other disciplines; the possibility of developing critical thinking capacities in children; the increase of logical and argumentative skills; and finally the development of citizenship and social responsibility skills. A positive picture seems to emerge from the results of the questionnaire, where teachers show themselves to be proactive with respect to the possibility of understanding philosophical dialogue as a discourse that can be conducted with children of all ages. This leads, in turn, to the need to revisit normal teaching practices, and to the need for teachers to question themselves through targeted training. It is believed that the survey has positively stimulated teachers, even those who have never had direct experience with children's philosophy, and that it has shown how in a changing society, the figure of the teacher must change as well. [ABSTRACT FROM AUTHOR]

Copyright of Drawing Ideas Images / Disegnare Idee Immagini is the property of Gangemi Editore S.P.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Annali di Storia delle Università Italiane is the property of CISUI: Centro Interuniversitario per la Storia delle Universita Italiane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Il contributo mostra una possibile ricaduta del metodo Feuerstein sull’insegnamento curricolare. Nella scuola, infatti, vi è un sempre maggior interesse a sviluppare negli allievi la propensione a imparare a imparare, e gli studi basati sulle evidenze indicano nell’approccio interattivo e nell’organizzazione consapevole della proposta d’aula due caratteristiche fondamentali di una lezione efficace. Un esempio significativo di modalità dialogica e applicazione della pianificazione della lezione (o lesson planning) è costituito dal Programma di Arricchimento Strumentale Feuerstein. Il lesson planning, non sempre utilizzato in Italia, può costituire per i docenti l’occasione per sviluppare una maggiore consapevolezza rispetto ai processi di apprendimento in aula. Si evidenzia così che le fasi della lezione di Feuerstein, a diversi decenni di distanza, ricevono conferma dai recenti studi in ambito didattico evidence-based. Questi studi mettono in luce come il potenziamento del pensiero sia ascrivibile non solo alle attività e ai contenuti proposti, ma anche alla presenza di un itinerario d’apprendimento tracciato consapevolmente dall’insegnante, articolato in fasi, con obiettivi espliciti, flessibile e altamente dialogico.

Copyright of EU-topías: A Journal on Interculturality, Communication & European Studies is the property of Universite de Geneve, Global Studies Intitute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reconstructs, in general terms, the history of Garibaldi’s place in Italian schools from the Unification onwards, thus allowing us to understand the importance that the Risorgimento has had in the civic formation of the nation. By privileging the relationship between school and society, we can see how the myth of Garibaldi maintains a deep-rooted continuity, albeit with inevitable changes from the Liberal period to Fascism, from Fascism to the Republic, up to the definitive rupture caused by the long-term impact of 1968. The main sources used are the school curricula, and the texts books of Italian literature and history, which had a decisive role in the teaching of national history. [ABSTRACT FROM AUTHOR]

L’obiettivo del contributo è illustrare lo stato dell’arte dei Teaching Games for Understanding (Thorpe R., Bunker D., 1982) attraverso l’analisi della letteratura di riferimento. Con la locuzione TGFU (insegnare i giochi per comprendere) si indica, in ambito scolastico e sportivo, un modello di insegnamento, ideato per il settore scolastico, come originale variante del sistema globale-analitico-globale. La letteratura scientifica analizzata è apparsa molto fertile ed attenta alla tematica prescelta, mostrando numerosi punti di vista, metodologie e procedure contrastanti e simili allo stesso tempo. Il fine del progetto è una attenta analisi degli studi effettuati sui TGFU, passando in rassegna i tanti punti di vista delle copiose ricerche in tema, confrontando procedure e problemi, caratteri comuni e differenze, evidenziando dove possibile gli apparenti gap e le eventuali e possibili aree di studio da approfondire.