Abstract/Notes: "MORE Abstracts 2003? In the past, the debate on Montessori education saw alternating views, in some cases ranging between extreme deconstructive criticism of and complete unconditioned adherence to the principles of the method. Over the last few decades this debate has become more balanced and geared to an explicit reconsideration, at a historical level, of the scientific activity conducted by the Italian scholar and to an actual rediscovery of the educational principles underlying her method. On the whole, however, it is particularly difficult to identify consistent and homogeneous research lines, probably because of a series of variables that contribute to amplifying the complexity of the overall picture within which the debate and the various research contributions have taken shape. This complexity is particularly linked to the diachronic and spatial dimensions within which the various variables may be placed and which, in the Montessori system, take on features of particular expansion thanks to the extension of the temporal arc along which Montessori’s theoretical work has moved (the diachronic dimension) and the exceptional international resonance and dissemination of her work (spatial dimension). Starting from these reflections, the contribution will present some of the current research lines by outlining their basic characteristics with particular reference to the application-experimental field in which of great interest is the research cue and possible applications suggested following a “rereading” of Montessori’s work in the light of the new scientific awareness emerging from studies on the teaching-learning process.

Language: English

ISSN: 2281-8375

Abstract/Notes: Maria Montessori’s position on scientific pedagogy and her method involves two problem areas: firstly, the necessity to clarify and define the relationship between scientific pedagogy and other sciences, particularly anthropology and physiological and experimental psychology, and, secondly, the necessity to delineate a research method and objectives. She explicitly recognised the importance of these new fields of experimental science, defining them not coincidently as corner stones of new pedagogy referring above all to their contribution to the development of observation procedures for the discovery of children’s psychological and morphological characteristics.

Language: English

ISSN: 2281-8375

Language: English

ISSN: 2281-8375

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0010-700X

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0065-9444

Abstract/Notes: This article presents descriptions from seven schools of how they are applying research in neuroscience and the cognitive sciences to student learning. Braemar College, Woodend, Victoria implemented Fast ForWord with the knowledge of independently verified results in 2008 to assist students deemed to be at risk academically. Concordia College, Highgate, SA has implemented Brain Week since 2005. It aims to provide Year 8 students with the capacity to understand how their brain works ad to understand what happens to their brain when they learn. The Montessori International College, Buderim, Qld uses the Montessori curriculum to precisely trigger brain functions that are the building blocks of learning and personality. Ravenswood School for Girls Gordon NSW is reviewing its pastoral care program to provide an authentic program which will guide adolescents as they transverse the middle years and promotes student wellbeing, and which has at its base a deep understanding of the changes the adolescent brain is undergoing. St. Michael's Collegiate School, Hobart, Tas is using an executive function mindset to help all students in areas such as planning, organising, prioritising, initiating, sustaining, shifting and self monitoring. This, combined with focused effort, positive self concept, and strategic mindsets, are key to student success across all grades. Scotch Oakburn College, Launceston, Tas is considering brain based maths learning, which in beginning arithmetic takes advantage of the learner's number sense, subitising and counting strategies by making connections to new mathematical operations, so that multiplication tables become tools leading to a deeper understanding of mathematics, rather than an end unto themselves. With the wealth of research evidence growing about the plasticity of the brain, Wilderness School, Medindie, SA designed and implemented in 2011 a 'Thinking and Learning' unit for all Year 9 girls on mindsets.

Language: English

ISSN: 1324-2326

Language: English

ISSN: 1071-6246