This paper presents the procedures and the outcomes of collaborative activities and of peer tutoring carried out by the students in the teaching of "General Didactics", held at the University of Roma Tre, in ay 2012/13.

International studies shows that in the universitary teaching is becoming increasingly widespread use of digital environments that integrated traditional teaching. In this paper we consider the contribution that can be offered by online environments to develop in students a positive and proactive dimension to the academic curriculum, so as to reduce the drop-out, encourage greater regularity in the academic career, develop transversal competences and promote the orientation. In particular we observe the activities online in academic year 2013/14 done by the students of General Didactic, a course of study established at the Department of Educational Sciences of the University of Roma Tre. These activities include the realization of two online laboratory: completion of the QSA (Questionnaire for Learning Strategies); participation in a cooperative online learning practice. In both experiences we analyzed the procedures and outcomes

The Effect of Conflict Cognitive Strategy in Inquiry-based Learning on Preservice Teachers' Critical Thinking Ability (L'effetto della strategia cognitiva del conflitto sull'apprendimento centrato sull'abilità di pensiero critico degli insegnanti in formazione)

Il lavoro presenta gli esiti dell’applicazione, in ambito universitario, di due strumenti: il QSA (Questionario sulle Strategie di Apprendimento; Pellerey, 1996) e lo ZTPI (Zimbardo Time Prospective Inventory; Zimbardo & Boyd, 2008), utili a sollecitare negli studenti capacità riflessive e di autovalutazione di competenze strategiche poste alla base della capacità di dirigere se stessi nello studio e nel lavoro. A tale scopo si sottolinea l’importanza di una restituzione efficace agli studenti degli esiti ottenuti con la somministrazione dei questionari ossia di profili individuali che possano essere adeguatamente interpretati per dare corso ad un processo riflessivo. Obiettivo della ricerca è verificare se esiste una relazione tra possesso di buone competenze strategiche autoregolative, un orientamento temporale equilibrato e successo accademico. Nello svolgimento delle attività sono emerse alcune criticità nella restituzione, agli studenti del campione, dei punteggi dello ZTPI. In particolare sono state evidenziate alcune problematicità nel confronto con la prospettiva temporale ideale suggerita da Zimbardo e con la scala del «Presente Edonista». Sono state confermate correlazioni positive significative tra un orientamento al futuro e la volizione, l’autoregolazione, il locus of control interno, una buona percezione di competenza e la riuscita accademica. Quest’ultima, invece, risulta negativamente correlata con un vissuto fatalista del presente e con il passato negativo

This article aimed to assess the impact of school closures in Italy on children's lives, particularly in Early Childhood Education, as a result of the Covid-19 containment measures. A set of documents published by the Italian government related to the measures to contain the covid-19 were analyzed. Based on content analysis, three categories of analysis were defined: 1) containment measures and social life; 2) school closures and distance education; 3) the return of face-to-face activities in early childhood education. The results indicated that the containment measures imposed severe restrictions on children's social interaction, such as the closing of public and private spaces (parks, museums, etc.) and the impossibility of moments of interaction and collective play. They impacted the right to education by closing schools when distance education was implemented as a measure to reduce potential damage to children's learning and overall development. For the resumption of in-person activities in schools, there should be priority use of open spaces, social distancing, and measures of personal and collective hygiene. Another significant result is the consideration of daycare centers and pre-school as essential services by the Italian government.