Dal gruppo al sé: effetti trasformativi delle metodologie collaborative sulle performance individuali e sui processi metacognitivi
Parole chiave:
Apprendimento collaborativo, Trasformazione del Sé, Metacognizione;×, E-portfolioAbstract
Questo studio esplora gli esiti trasformativi dell'apprendimento collaborativo, indagando come metodologie quali il Team-Based Learning (TBL) non solo potenzino le performance, ma agiscano come una vera e propria matrice di ristrutturazione del sé cognitivo, emotivo e relazionale. Attraverso un'indagine mixed-method che integra l'analisi quantitativa dei punteggi con quella qualitativa degli e-portfolio, la ricerca dimostra come l'interazione nel gruppo inneschi processi profondi. I risultati evidenziano che, oltre a un significativo miglioramento delle prestazioni individuali, la partecipazione a contesti cooperativi favorisce lo sviluppo di un linguaggio metacognitivo più consapevole, una rielaborazione dell'errore (da fallimento individuale a risorsa collettiva) e un aumento dell'autoefficacia. Il dialogo si rivela un dispositivo che modifica i quadri interpretativi e riorganizza le risorse mentali. L'e-portfolio, in questo quadro, funge da spazio dinamico per documentare e catalizzare tale processo di costruzione identitaria. In conclusione, l'apprendimento collaborativo, se intenzionalmente progettato, si conferma come una pratica pedagogica che forgia l'agency e l'autonomia riflessiva dello studente.
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Copyright (c) 2025 Angelo Basta, Maria Clara Dicataldo
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