23.4 Interdisciplinary Workshops to Promote Transversal
Knowledge
School activity is prepared by means of interdisciplinary workshops where professors from three different scientific areas discussed with the participants of
the Master. Learning environment was enriched by the different competences of
the participants having different cultural and professional experiences, coming from
the kindergarten, primary and secondary school with following degrees: natural
science, math, physics, pedagogy, psychology, human science, languages.
The design looks a vertical curriculum, with attention to the interdisciplinary
nature of the contexts and the transverse dimension of the conceptual elements.
Strategies, instruments and methods adopted are multiple. The experiential methodology involves the active role of the children and the exploratory nature of the
activities, pointed to the construction of formal thinking in terms of models and
interpretative ideas, as well as representations and simultaneous use of different
languages: graphics and iconographic language. Inquiry-Based Learning (IBL)
produce the personal involvment children with active role hands-on and minds-on
in a sequence of activities in which they have held exploratory, interpretive and
creative role. Discovery learning has been promoted through guided discussions
through questions—stimulus and meta-reflection has been activated through the
worksheet. Common elements of the planning phase are: wide look at the subject;
interpretation in different perspectives, integration and complementarity between
scientific and humanistic disciplines, phenomenological-operational approach, education to the plural dimension of knowledge and its unity, analysis of the relapses
according to the mode of action-research.
23.5 The Choice of the Topic Time: Projects
Time is a comprehensive, naturally transversal topic that offers the opportunity to
face different kinds of experimental and exploratory activities. Time is part of many
common experience and is a transversal topic that plays a fundamental role of
conceptual referent that can develop in multidisciplinary way.
The theme of time was one of this transversal topic engaging different primary
participant teachers. For its particular nature, time was a common matrix for three
thesis articulated according to different perspectives: one proposes the integration
between the literary, scientific and artistic aspects, thinking about the measure of
time; another one wants to integrate philosophy, physics and astronomy, thinking of
the concept of time and its measure, both thesis through human artefacts and by
observations of geo-astronomical phenomena; the third develops in particular time
concept education.
Time was chosen because it is a multidisciplinary and complex subject as well as
a fundamental concept in anybody experience, allowing to construct a bridge
286
M. Michelini and E. Vidic
Knowledge
School activity is prepared by means of interdisciplinary workshops where professors from three different scientific areas discussed with the participants of
the Master. Learning environment was enriched by the different competences of
the participants having different cultural and professional experiences, coming from
the kindergarten, primary and secondary school with following degrees: natural
science, math, physics, pedagogy, psychology, human science, languages.
The design looks a vertical curriculum, with attention to the interdisciplinary
nature of the contexts and the transverse dimension of the conceptual elements.
Strategies, instruments and methods adopted are multiple. The experiential methodology involves the active role of the children and the exploratory nature of the
activities, pointed to the construction of formal thinking in terms of models and
interpretative ideas, as well as representations and simultaneous use of different
languages: graphics and iconographic language. Inquiry-Based Learning (IBL)
produce the personal involvment children with active role hands-on and minds-on
in a sequence of activities in which they have held exploratory, interpretive and
creative role. Discovery learning has been promoted through guided discussions
through questions—stimulus and meta-reflection has been activated through the
worksheet. Common elements of the planning phase are: wide look at the subject;
interpretation in different perspectives, integration and complementarity between
scientific and humanistic disciplines, phenomenological-operational approach, education to the plural dimension of knowledge and its unity, analysis of the relapses
according to the mode of action-research.
23.5 The Choice of the Topic Time: Projects
Time is a comprehensive, naturally transversal topic that offers the opportunity to
face different kinds of experimental and exploratory activities. Time is part of many
common experience and is a transversal topic that plays a fundamental role of
conceptual referent that can develop in multidisciplinary way.
The theme of time was one of this transversal topic engaging different primary
participant teachers. For its particular nature, time was a common matrix for three
thesis articulated according to different perspectives: one proposes the integration
between the literary, scientific and artistic aspects, thinking about the measure of
time; another one wants to integrate philosophy, physics and astronomy, thinking of
the concept of time and its measure, both thesis through human artefacts and by
observations of geo-astronomical phenomena; the third develops in particular time
concept education.
Time was chosen because it is a multidisciplinary and complex subject as well as
a fundamental concept in anybody experience, allowing to construct a bridge
286
M. Michelini and E. Vidic