Abitare la nuova scuola. Embodied cognition e spazi di apprendimento.

Abstract

With the help of the new technology, schools could re-examine the role of the teacher and offer experiences of individual development within shared spaces to the young generation of digital natives. By redesigning the learning environment and incorporating elements of the Embodied Cognition Design, in line with the indications of the national curriculum, students will be well prepared for the future, with capabilities and responsibilities, and will tend towards the realization of the self as active, critical and aware citizens. But, with the pressure of new technologies, a profound restructuring of learning teaching methodologies is also required, incorporating new architectural arrangements and a new conception of learning spaces, in line with recent findings in neuroscience and embodiment theories that see the person as an active element in the construction of a new pedagogy of knowledge. The aim of this work was to investigate teachers’ views on the characteristics of the learning environment in the digital age and their perceptions about the relationship between the environment, the technologies and the teaching methods used.