EVALUATION AS A RESEARCH PROCESS. REFLECTIONS STARTING FROM RESEARCH ON SCIENTIFIC EDUCATION IN NURSERY SCHOOL.
Keywords:
Evaluating process, scientific thinking, scientific curriculum, ‘promote from the inside’.Abstract
Some documents (Proposal for key principles of a Quality framework for Early Childhood Education and Care, 2014,
National Guidelines for the Curriculum, 2012) establish the importance of formative evaluation as a
research and innovation process. The educational evaluation, through the observation and analysis of the
educational documentation allows the teacher to evaluate his educational proposal and improve it to
promote learning. To develop this topic, I will refer to research on scientific education in nursery school.
This research refers to the theoretical contribution of Dewey (1933;1938), Vygotsky (1930; 1934), Wood,
Bruner, Ross (1976), to the psychoanalysis regarding the psychic processes as the base for curiosity and
to the experience of Susan Isaacs (1930; 1933) at the Malting House. The main objective of the research
is to highlight the conditions (space, material, adult approach) which best promote a scientific
investigation of the children. The approach of ‘promoting from within’ (Bondioli, 2008; Bondioli, Savio,
2009; Bondioli, 2015) as a useful reference for designing and setting up adult intervention aimed at
promoting the development of a scientific attitude. I collected the data through videotapes, observation
protocols and I elaborated two analysis grids: one related to the epistemic conduct of the children and
the other concerning the strategies and functions of the adult. The first analysis highlighted some
interesting suggestion regarding the conditions of the educational context (adult intervention strategy,
material, space) that best promote the development of a scientific attitude in terms of the acquisition of
critical thinking.
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