La progettazione didattica nel Novecento: teorie e problemi

Abstract

This paper deals with the main interpretative models of the instructional design, with particular attention to the specific segment relative to nursery school and primary school. The study begins with an introductory part, trying to find the fundamental bases over which it is possible to build a framework about instructional design. This means designing the context, the levels, the open or closed structure of the project, the conditions for its realization, the evaluation and the ensuring feedback on the design itself. The second part specifically deals with the design of kindergartens and primary schools, after having highlighted the general concepts and the main distinctions behind the subject. It then faces, in a historical perspective, the problem of the models made by the pedagogists and the scholars of educational problems. This paper focuses in particular on the learning goals programming, on the concept based programming (concept maps), on the guided environment programming («sfondi integratori») and on the backward design approach.