The Vegetable Garden. An Instrument for Sustainable Development Education and Care Pedagogy

Corbolino, Noemi; Bisaccia, Paola; Corrà, Francesca; Bonato, Marco; Irato, Paola; Santovito, Gianfranco

doi:10.21125/inted.2020.1282

Cited by 12 publications

(11 citation statements)

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“…In the World and European scene, many studies analyzed what are the most significant approaches to improve the learning capacity (Gaiotto et al, 2013(Gaiotto et al, , 2020Tonon et al, 2013Tonon et al, , 2020Pavan and Santovito, Proceedings of INTCESS 20218th International Conference on Education and Education of Social Sciences 18-19 January, 2021Zandonella Necca et al, 2014;Toninato and Santovito, 2015;Trevisan and Santovito, 2015;Gaiotto and Santovito, 2016;Rossi and Santovito, 2016;Capparotto et al, 2017;Favaron et al, 2017;Lago et al, 2017;Meneghetti et al, 2017;Barbacovi et al, 2018;Fassinato et al, 2018;Forlin et al, 2018;Grando et al, 2018aGrando et al, , 2018bTura et al, 2018;Chiesa et al, 2019;Gallina et al, 2019;Lui et al, 2019;Palmieri et al, 2019;Bortolami et a., 2020;Corbolino et al, 2020;Fabris et al, 2020;Zanata and Santovito, 2020). Nevertheless, these practices were found not to be used in Italian schools.…”

Section: Discussionmentioning

confidence: 99%

Sustainable Food: An Innovative Approach Based on the Assessment for Learning Method in Secondary Schools

Necca¹,

Belli̇o²,

Corrà³

et al. 2021

Proceedings of INTCESS 2021- 8th International Conference on Education and Education of Social Sciences

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Section: Discussionmentioning

confidence: 99%

Sustainable Food: An Innovative Approach Based on the Assessment for Learning Method in Secondary Schools

Necca¹,

Belli̇o²,

Corrà³

et al. 2021

Proceedings of INTCESS 2021- 8th International Conference on Education and Education of Social Sciences

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“…In the World and the European scene, many studies analyzed the most significant approaches to improve the teaching of science (Gaiotto et al, 2013(Gaiotto et al, , 2020Tonon et al, 2013Tonon et al, , 2020Pavan and Santovito, 2014;Zandonella Necca et al, 2014;Toninato and Santovito, 2015;Trevisan and Santovito, 2015;Gaiotto and Santovito, 2016;Rossi and Santovito, 2016;Capparotto et al, 2017;Favaron et al, 2017;Lago et al, 2017;Meneghetti et al, 2017;Barbacovi et al, 2018;Fassinato et al, 2018;Forlin et al, 2018;Grando et al, 2018aGrando et al, , 2018bTura et al, 2018;Chiesa et al, 2019;Gallina et al, 2019;Lui et al, 2019;Palmieri et al, 2019;Bortolami et a., 2020;Corbolino et al, 2020;Fabris et al, 2020;Zanata and Santovito, 2020). Nevertheless, these practices were found not to be used in Italian schools.…”

Section: Discussionmentioning

confidence: 99%

Microorganisms in the Alimentation in Primary School: The Laboratory Didactics in the Teaching - Learning Processes of Life Sciences

Pavan¹,

Belli̇o²,

Corrà³

et al. 2021

IJAEDU- International E-Journal of Advances in Education

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This study falls into the field research of Life Science didactics. According to the main Italian (Italian Guidelines for the Curriculum in the Primary School -2012 Edition) and European law documents (Recommendation of the European Parliament and of the Council, 18 December 2006), and to the scientific research made on the subject, the most effective approach to Live Science teaching seems to be the one that uses laboratory didactics, allowing the student to be active protagonists of their learning.The results confirmed the initial hypothesis that, in the teaching-learning of Life Sciences, using laboratory didactics is more effective than a traditional approach. The scientific method, used in the experimentation, was very valid for a meaningful learning, and it produced skills that may also be used in other contexts. The use of scientific instruments, such as optical microscope, and techniques, such as microbial culture, gave value to the application of scientific method and kept the students very motivated and interested in the subject of Microbiology. All these activities can be proposed again to other students of primary and secondary school with some adaptations.

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“…In the World and European scene, many studies analyzed what are the most significant approaches to improve the learning capacity (Gaiotto et al, 2013(Gaiotto et al, , 2020Tonon et al, 2013Tonon et al, , 2020Pavan and Santovito, 2014;Zandonella Necca et al, 2014;Toninato and Santovito, 2015;Trevisan and Santovito, 2015;Gaiotto and Santovito, 2016;Rossi and Santovito, 2016;Capparotto et al, 2017;Favaron et al, 2017;Lago et al, 2017;Meneghetti et al, 2017;Barbacovi et al, 2018;Fassinato et al, 2018;Forlin et al, 2018;Grando et al, 2018aGrando et al, , 2018bTura et al, 2018;Chiesa et al, 2019;Gallina et al, 2019;Lui et al, 2019;Palmieri et al, 2019;Bortolami et a., 2020;Corbolino et al, 2020;Fabris et al, 2020;Zanata and Santovito, 2020). Nevertheless, these practices were found not to be used in Italian schools.…”

Section: Discussionmentioning

confidence: 99%

Sustainable Food: An Innovative Approach Based on the Assessment for Learning Method in Secondary Schools

Necca¹,

Belli̇o²,

Corrà³

et al. 2021

IJAEDU- International E-Journal of Advances in Education

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In 2005 the United Nations promoted the "decade of education for sustainable development" (2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014) and the UNESCO Italian Committee instituted the annual "week of education for sustainable development" to raise awareness about the necessity of a fairer and more respectful future for both human beings and environment. Nevertheless, the Italian Guidelines for the Curriculum in Secondary School -Key Stage 3 (2012 Edition) do not include the topic "sustainable food".Whereas, as proved by the scientific research, human activities concerning food, its production, its transportation, its consumption, and waste discharge are one of the most important causes of environmental pollution. Therefore, it is important to raise awareness and to understand which teaching methods might be the most effective for increasing debate, interest, and willingness in order to promote environmental safety. It is fundamental to build an ecological conscience, especially in tomorrow's citizens: today's children.The purpose of this study is to verify the opportunity to introduce this topic to the students, by transmitting knowledge through the Assessment for Learning method, innovative in Italy, and by comparing it with other methods, already commonly used. This method allows students to be protagonists of their own learning; it leads them to self-assessment and to autonomous reflection; it motivates them by creating curiosity, interest, and willingness to learn, in order to achieve more efficiency in learning and more probabilities of lifelong knowledge. methodology in science teaching, in order to consider, in perspective, a wider application field.

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The Vegetable Garden. An Instrument for Sustainable Development Education and Care Pedagogy

Cited by 12 publications

References 0 publications

Sustainable Food: An Innovative Approach Based on the Assessment for Learning Method in Secondary Schools

Sustainable Food: An Innovative Approach Based on the Assessment for Learning Method in Secondary Schools

Microorganisms in the Alimentation in Primary School: The Laboratory Didactics in the Teaching - Learning Processes of Life Sciences

Sustainable Food: An Innovative Approach Based on the Assessment for Learning Method in Secondary Schools

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