Una proposta di Scienze basata sull'Inquiry. Come favorire apprendimenti significativi valorizzando la componente emotiva

[Autom. eng. transl.] The OECD PISA 2018 data shows the difficulty of Italian students in positively approaching science and acquiring the required skills. Furthermore, a difficult relationship with the discipline in question emerges, often associated with negative emotions such as anxiety and boredom. Although the literature and regulatory references (MIUR, WHO, Council of the European Union) promote a non-notional type of teaching based on the experience and active role of the student and, at the same time, recent studies on neuroscience and warm-cognition testify to the important connection and interdependence between cognition and emotion, these aspects struggle to germinate in the school context. Starting from these premises, the intent of this work is to understand how to translate these considerations into practice by promoting an inductive pedagogical approach based on Inquiry, which therefore integrates the practical experience and reflection of the investigation, but which at the same time at the same time pay attention to the emotional and metacognitive sphere to promote meaningful learning. This also prompts us to reflect on how to make these aspects coexist not only in teaching practice but also in relation to an assessment of learning that does not underestimate the emotional sphere. In relation to this, some tools have therefore been designed and created that can help teachers to conceive the traditional assessment of contents differently, which allow to stimulate the pupil's metacognitive skills and allow to understand the emotional variables in order to be able to adapt, consequently, the didactic approach followed.