The aim of this experimental research is to examine Prof. Feuerstein�s educational theory. By developing Piaget and Vigotskij�s theories, Professor Feuerstein has elaborated a method to teach students how to learn through the development of an active structural approach, which is effective for learning and to build habits for a continuous research for flexible strategies when faced with new and complex problems. The study, after analyzing the international literature on the application of the method in school context, investigates one of the problems raising from the researches conducted so far: why does the Feuerstein�s Instrumental Enrichment not affect remarkably the performance in all subjects always? The assumption of this research is that the Feuerstein�s program does not influence positively the academic performance if it is not integrated into the school curriculum. It is here assumed that if the Feuerstein principles of mediated learning are applied to all subjects, a neuro-curriculum can be built, resulting in a significant improvement in the school performance. The research consists of a two-year quasi- experiment in a primary school (2013-2014, 2014-2015). 100 pupils in the 4th and 5th year and 4 IE trained teachers will be involved. They will be divided into 4 independent groups (which are equivalent to 4 classrooms): two are experimental and two are for comparison. Quantitative and qualitative assessment tools will be used before and after the treatment. On July 2014 the results for the first year of experimentation will be presented.
Cristina Vedovelli, University of Sassari,Italy
Stream: Primary and secondary education
This paper is part of the ECE2014 Conference Proceedings (View)
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