Didattica e differenze di genere in alunni di 8-12 anni.

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Abstract

We present the first results of an extensive research concerning gender differences that occur in school learning. We illustrate them also in order to promote more adequate teaching methods.We analyze nine points of differences between boys and girls in learning and in school behaviour, that should be taken into account in the first cycle of education and that are derived from international researches carried out in Western countries: movement and physical activity whithin the regular classroom curriculum, cognitive skills, emotions and feelings, relationship with the authority, relationships with peers, metacognitive skills, commitment and perseverance in working, reaction to failure, self-esteem. To verify the results of these studies and to guide teachers in the design first and then in the storytelling of teaching practices that take into account gender differences, we analyze the spontaneous teaching actions of 36 Sicilian teachers - with students aged between eight and twelve years old -, who claimed to be attentive to the enhancement of specific feminine and masculine traits in their teaching activities. We identified totally 24 indicators of gender differences, that teachers should consider, partially changing their teaching activities, if they want to offer both to boys and girls equal opportunities of school success.
Lingua originaleItalian
pagine (da-a)85-114
Numero di pagine30
RivistaJournal of Educational, Cultural and Psychological Studies
VolumeNumero 7
Stato di pubblicazionePublished - 2013

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title = "Didattica e differenze di genere in alunni di 8-12 anni.",
abstract = "We present the first results of an extensive research concerning gender differences that occur in school learning. We illustrate them also in order to promote more adequate teaching methods.We analyze nine points of differences between boys and girls in learning and in school behaviour, that should be taken into account in the first cycle of education and that are derived from international researches carried out in Western countries: movement and physical activity whithin the regular classroom curriculum, cognitive skills, emotions and feelings, relationship with the authority, relationships with peers, metacognitive skills, commitment and perseverance in working, reaction to failure, self-esteem. To verify the results of these studies and to guide teachers in the design first and then in the storytelling of teaching practices that take into account gender differences, we analyze the spontaneous teaching actions of 36 Sicilian teachers - with students aged between eight and twelve years old -, who claimed to be attentive to the enhancement of specific feminine and masculine traits in their teaching activities. We identified totally 24 indicators of gender differences, that teachers should consider, partially changing their teaching activities, if they want to offer both to boys and girls equal opportunities of school success.",
author = "Giuseppe Zanniello",
year = "2013",
language = "Italian",
volume = "Numero 7",
pages = "85--114",
journal = "Journal of Educational, Cultural and Psychological Studies",
issn = "2037-7932",
publisher = "LED, Edizioni Universitarie",

}

TY - JOUR

T1 - Didattica e differenze di genere in alunni di 8-12 anni.

AU - Zanniello, Giuseppe

PY - 2013

Y1 - 2013

N2 - We present the first results of an extensive research concerning gender differences that occur in school learning. We illustrate them also in order to promote more adequate teaching methods.We analyze nine points of differences between boys and girls in learning and in school behaviour, that should be taken into account in the first cycle of education and that are derived from international researches carried out in Western countries: movement and physical activity whithin the regular classroom curriculum, cognitive skills, emotions and feelings, relationship with the authority, relationships with peers, metacognitive skills, commitment and perseverance in working, reaction to failure, self-esteem. To verify the results of these studies and to guide teachers in the design first and then in the storytelling of teaching practices that take into account gender differences, we analyze the spontaneous teaching actions of 36 Sicilian teachers - with students aged between eight and twelve years old -, who claimed to be attentive to the enhancement of specific feminine and masculine traits in their teaching activities. We identified totally 24 indicators of gender differences, that teachers should consider, partially changing their teaching activities, if they want to offer both to boys and girls equal opportunities of school success.

AB - We present the first results of an extensive research concerning gender differences that occur in school learning. We illustrate them also in order to promote more adequate teaching methods.We analyze nine points of differences between boys and girls in learning and in school behaviour, that should be taken into account in the first cycle of education and that are derived from international researches carried out in Western countries: movement and physical activity whithin the regular classroom curriculum, cognitive skills, emotions and feelings, relationship with the authority, relationships with peers, metacognitive skills, commitment and perseverance in working, reaction to failure, self-esteem. To verify the results of these studies and to guide teachers in the design first and then in the storytelling of teaching practices that take into account gender differences, we analyze the spontaneous teaching actions of 36 Sicilian teachers - with students aged between eight and twelve years old -, who claimed to be attentive to the enhancement of specific feminine and masculine traits in their teaching activities. We identified totally 24 indicators of gender differences, that teachers should consider, partially changing their teaching activities, if they want to offer both to boys and girls equal opportunities of school success.

UR - http://hdl.handle.net/10447/76879

UR - http://www.ledoniline.it/ECPS-Journal/

M3 - Article

VL - Numero 7

SP - 85

EP - 114

JO - Journal of Educational, Cultural and Psychological Studies

JF - Journal of Educational, Cultural and Psychological Studies

SN - 2037-7932

ER -