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Donadelli, Giovanni (2017) Geomedia in the primary school. An explorative study of European primary geography teachers' experience. [Ph.D. thesis]

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Abstract (english)

This study aims to provide further understanding on European primary geography teachers' conceptual and factual standpoint on the use of digital technologies in primary geography lessons by researching their technological, pedagogical and content knowledge (TPACK), together with their teaching praxis and their teaching context.
The study includes both qualitative and quantitative methodology and consists of two research modules. The first is a large-scale survey administered online to a voluntary sample of primary geography teachers (N=200) teaching to 8-10 years old pupils in a selection of seven different European countries (United Kingdom, Italy, Germany, Spain, Finland, Romania and Turkey). The second is a national case-study (N=21) based on the experience of a continuing professional development workshop attended by a group of Italian primary geography teachers.
The results report that primary geography teachers share a critical perception of knowledge on geography and indicate the teachers own geographical education as the main problem of teaching geography with technology at primary level today. This lack of confidence, however, co-exist with other factors already studied in literature, as for example the presence of ICT at school and teachers' system of beliefs concerning the efficacy of implementing ICT in their lessons.
Ultimately, this study confirms that the simple implementation of ICT does not represent a valid solution to ameliorate geographical learning at primary level, and supports continuing professional development as a valid, appreciated, and efficient way to support teachers that want to improve their teaching of geography by introducing and using ICT in their lessons.

Abstract (italian)

Questa ricerca si pone l'obiettivo di approfondire, attraverso lo studio delle loro percezioni di conoscenza in ambito tecnologico, pedagogico e di contenuto (TPACK), delle loro prassi didattiche e dei loro contesti d'insegnamento, le percezioni di conoscenza ed utilizzo dei geomedia degli insegnanti Europei che insegnano geografia nella scuola primaria.
Lo studio ha utilizzato metodologie sia di tipo quantitativo che qualitativo e si sviluppa in due diversi moduli di ricerca. Il primo consiste in un'indagine condotta su larga scala attraverso la somministrazione di un questionario in modalità online ad un campione volontario di insegnanti di geografia della scuola primaria (N=200) provenienti dai seguenti paesi europei: Regno Unito, Italia, Germania, Spagna, Finlandia, Romania e Turchia. Il secondo modulo consiste in uno studio di caso che riporta gli esiti di un'esperienza laboratoriale di formazione professionale, rivolta ad insegnanti della scuola primaria italiana (N=21), finalizzata a stimolare l'efficace integrazione delle TIC nell'insegnamento della geografia.

I risultati mostrano che gli insegnanti di geografia della scuola primaria ritengono le proprie conoscenze geografiche non particolarmente solide. I dati, infatti, suggeriscono che il problema principale legato all'insegnamento della geografia nella scuola primaria attraverso l'uso delle tecnologie risieda principalmente nella scarsa conoscenza geografica degli stessi insegnanti. Questa mancanza di confidenza, ad ogni modo, risulta accompagnata da altri fattori già noti in letteratura, come la disponibilità delle TIC a scuola e la rigidità dei sistemi di credenze di alcuni insegnanti rispetto alle'fficacia stessa dell'uso delle TIC a supporto dell'azione didattica.
Lo studio conferma che il semplice inserimento delle TIC a scuola non sia sufficiente per avviare il miglioramento dell'insegnamento della geografia e sostiene, allo stesso tempo, che la formazione professionale continua rappresenti una modalità valida ed efficace per sostenere gli insegnanti intenzionati ad utilizzare con maggiore efficacia le tecnologie a supporto dell'insegnamento e dell'apprendimento della geografia nella scuola primaria.

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EPrint type:Ph.D. thesis
Tutor:Lorena, Rocca
Ph.D. course:Ciclo 26 > Scuole 26 > STUDI STORICI, GEOGRAFICI, STORICO-RELIGIOSI > GEOGRAFIA UMANA E FISICA
Data di deposito della tesi:10 April 2017
Anno di Pubblicazione:10 April 2017
Key Words:primary geography, ICT, geomedia, TPACK, teachers' perceptions, geographical education
Settori scientifico-disciplinari MIUR:Area 11 - Scienze storiche, filosofiche, pedagogiche e psicologiche > M-GGR/01 Geografia
Struttura di riferimento:Dipartimenti > Dipartimento di Scienze Storiche, Geografiche e dell'Antichità
Codice ID:10408
Depositato il:07 Nov 2017 14:40
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