The work shows the concept of learning environment as an organized space of action, a place of relation both physical, mental and virtual able to integrate emotional and cognitive aspects of the students. The reflection rests on a constructivist matrix that helps to sustain school difficulties in a socio-cultural context characterized by a deep change of communicational dynamics and, so, ofmost popular modalities of communication and relation both between teachers and students and among peer. The concept of learning environment is displayed as functional to teacher’s work who is thought as reflective expertwho acts in uncertain contexts. Moving from this concept, in fact, teacher puts conditions to face complexity far from mechanical routine and rules which flatten and trivialize articulated processes rich of differences, as those of learning. Planning a learning environment means simultaneously acting on different aspects which affect educational dynamics, taking care and managing its complexity, not only introducing new educational ways of working, but above all standing as complementary and joining factor of pre-existing methodologies, re-arranging and re-qualifying them with an epistemic vision that gives value to their elements and validate their foundations. Therefore, the role of teacher is meant to trigger processes of knowledge construction oriented to responsibility and autonomy as well as to plan educational goals environment-fixed and defined in terms of expertise, supporting relation between school and everyday life of students.

Learning Environment as Bridge Between School and Community

Fiorella Paone
2020

Abstract

The work shows the concept of learning environment as an organized space of action, a place of relation both physical, mental and virtual able to integrate emotional and cognitive aspects of the students. The reflection rests on a constructivist matrix that helps to sustain school difficulties in a socio-cultural context characterized by a deep change of communicational dynamics and, so, ofmost popular modalities of communication and relation both between teachers and students and among peer. The concept of learning environment is displayed as functional to teacher’s work who is thought as reflective expertwho acts in uncertain contexts. Moving from this concept, in fact, teacher puts conditions to face complexity far from mechanical routine and rules which flatten and trivialize articulated processes rich of differences, as those of learning. Planning a learning environment means simultaneously acting on different aspects which affect educational dynamics, taking care and managing its complexity, not only introducing new educational ways of working, but above all standing as complementary and joining factor of pre-existing methodologies, re-arranging and re-qualifying them with an epistemic vision that gives value to their elements and validate their foundations. Therefore, the role of teacher is meant to trigger processes of knowledge construction oriented to responsibility and autonomy as well as to plan educational goals environment-fixed and defined in terms of expertise, supporting relation between school and everyday life of students.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11564/717416
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