Insegnare le scienze in una scuola nel bosco: uno studio di caso

In this thesis, I developed some personal interests and I tried to answer to some questions, e.g. “Which are the benefits of the outdoor education? Which are the features of a nature school? Why is teaching sciences important in the kindergarten? How can it be proposed? Could the outdoor education encourage the teaching and the learning of sciences? Could the setting outdoor promote the development of the creative thought?” Indeed, in this thesis I described and deepened the theme of the outdoor education in order to highlight how the external environment is a rich source of stimulation for children for asking themselves questions and try to give answers. The outdoor education promotes the development of the creative thoughts, which is one of the key abilities for learning in the 21st century. For children, the outdoor education has different benefits on a social, relational, cognitive, emotional and physical level. Then, I deepened the pedagogy of the Forest Kindergarten, since in these schools the outdoor dimension, the daily relationship with nature and an experiential approach of learning are enhanced. Furthermore, I analyzed the reasons why teaching science since kindergarten is important. I focused on how sciences could be proposed, highlighting the importance of enhancing ideas and foreknowledge of children, making them active part, enhancing interactions for a co-construction of the knowledge, through the presence of the teacher as mediator. I highlighted the efficiency of the outdoor education in order to encourage the learning of sciences, since it allows to propose a multisensorial, interdisciplinary and active learning, based on the investigation and on activities of problem solving. The second part of my thesis deals with the case study of a Forest Kindergarten, called “L’Oasi della Meraviglia”, located in Limena (Padova). I observed this reality for nine days, by means of interviews, observation grids and logbooks. I described the observed laboratories, pausing, in particular, on the ones concerning the scientific education. The grids, which have guided the observation, were three: a general one on the activities, on children and on educators; one on the teaching and the learning of sciences and the last one on the creativity thought. The grids data were analyzed and commented. This experience in this Forest Kindergarten gave me the occasion to think on how nature can keep up the sense of wonder and curiosity, which are typical features of scientists and children. The outdoor education encourages children to have a sense of care against natural world and to promote positive attitudes against science. I also understood how fundamental it is to promote the dimension of doing, to start from the everyday life and to encourage moments of communication and of exchange in teaching sciences. Some factors, as the short time of the observation and the winter period, did not allow me to observe activities set according to an scientific investigation approach. Furthermore, I did not see to promote the strategy of problem solving. Moreover, I observed that the external environment encourages the creative thought, especially promoted during the moments of free play. The absence of educational and playful materials stimulates children to create and to invent self-managed games, promoting the ability to act. I did not see activities intentionally organized for promoting the creative thought, but an environment without stress, the possibility of being in contact with nature, the opportunity to risk and getting involved, promotes the fantasy, the imagination, the curiosity and the creative thought of children. This work ended with a proposal of a scientific laboratory, formulated by the observations done in the case study. In this proposal I tried to enhance the context and the experiential dimension.

Nel presente lavoro di tesi, ho approfondito alcuni interessi personali e ho cercato di rispondere ad alcuni interrogativi: “Quali sono i benefici dell’outdoor education? Quali sono le caratteristiche delle scuole nel bosco? Perché è importante insegnare scienze alla scuola dell’infanzia e come si può proporre? Può l’outdoor education favorire l’insegnamento e l’apprendimento delle scienze? Può il setting outdoor favorire lo sviluppo del pensiero creativo?”. Mi sono quindi occupata di descrivere e approfondire la tematica dell’outdoor education. L’educazione all’aperto favorisce lo sviluppo del pensiero creativo, abilità chiave per l’apprendimento del ventunesimo secolo. L’OE ha diversi benefici inoltre nei bambini, a livello sociale, relazionale, cognitivo, emotivo e fisico. Ho poi approfondito la pedagogia del bosco e le scuole nel bosco in quanto in queste scuole viene valorizzata la dimensione outdoor. Mi sono soffermata poi sulle motivazioni per cui è importante insegnare le scienze fin dalla scuola dell’infanzia e sulle modalità con cui proporle. Ho evidenziato l’efficacia dell’OE per favorire l’apprendimento delle scienze in quanto permette di proporre un apprendimento multisensoriale, interdisciplinare e attivo, basato sull’indagine e su attività di problem solving. La seconda parte del lavoro di tesi riguarda lo studio di caso di una scuola del bosco, chiamata l’“Oasi della Meraviglia”, situata a Limena (Padova). Ho osservato questa realtà per nove giornate, avvalendomi di interviste, griglie per l’osservazione e diari di bordo. Ho descritto i laboratori osservati, soffermandomi in particolare su quelli dell’educazione scientifica. Questa esperienza di scuola all’aperto mi ha dato l’occasione di riflettere su quanto la natura sia capace di mantenere alto il senso di meraviglia e curiosità, caratteristiche tipiche degli scienziati e dei bambini. L’OE incoraggia i bambini ad avere un senso di cura verso il mondo naturale e promuove atteggiamenti positivi nei confronti della scienza. Ho compreso quanto, nell’insegnamento delle scienze, sia fondamentale promuovere la dimensione del fare, partire dalla quotidianità e favorire momenti di comunicazione e di scambio tra i bambini. Ho osservato inoltre che l’ambiente esterno e il gioco libero favoriscono il pensiero creativo nei bambini. Il lavoro si è concluso con la proposta un laboratorio scientifico, formulato sulla base delle osservazioni fatte sul caso di studio, in cui ho voluto valorizzare il contesto e la dimensione esperienziale.