Giorgione and the mystery of water: an art history webquest
Article Sidebar
Published
Dec 31, 2010
Main Article Content
Abstract
This article deals with the development of an art history webquest carried out at a Liceo Scientifico (Sciences High School). While the described activity was complex to plan and manage, the results obtained, in terms of increased knowledge, skills and motivation, justify the amount of time and energies devoted to it. The article explains the reasons, the organization and above all the results of the work performed. The employment of a webquest, a problem-solving approach, in the teaching of art history has fulfilled a specific learning requirement related to the historical dimension of the subject. It may also be assumed that webquests can meet more complex educational requirements, such as the development of creative skills and greater autonomy in critical analysis of art works and visual arts in general. In this case, technology helps to create a challenging and cooperative environment, enabling students to play an active role in the process of building their knowledge.
Article Details
Section
Articles - Special Issue
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Banzato M., Minello R. (2002). Imparare insieme: laboratorio di didattica dell’apprendimento cooperativo. Roma: Armando.
Dodge B. (1995). WebQuests: a technique for Internet-based learning. Distance Educator, 1(2), pp.10-13.
Dodge B. (2002). WebQuest Taskonomy: a Taskonomy of tasks. URL: http://edweb.sdsu.edu/Webquest/taskonomy.html (ultima consultazione settembre 2010).
Federle G., Stefani C. (2005). Web-Quest: ricercare a più voci. TD Tecnologie Didattiche, 34, pp.55-63.
Ferraris M. (2003). Navigare nel WWW a scuola: ma per andare dove?. TD Tecnologie Didattiche, 28, pp.29-41.
Gardner H.(1991). Aprire le menti. La creatività e i dilemmi dell’educazione. Milano: Feltrinelli.
Meli V. (2009). La scuola come comunità di pratica. Web.it. Il Giornale dell’elearning, 2. URL: http://www.wbt.it/index.php?pagina=780 (ultima consultazione settembre 2010).
Midoro V. (2002). Dalle comunità di pratica alle comunità di apprendimento virtuali. TD Tecnologie Didattiche, 25, pp. 3-10.
Mason E.J., Mönks F.J. (2000). Developmental psychology and giftedness: theories and research. In K.A. Heller, F.J. Mönks, R.J. Sternberg, R.F. Subtonik (eds.). International Handbook of Giftedness and Talent, Second Edition. Oxford: Elsevier, pp. 141-156.
Nonaka I., Takeuchi H. (1995). The knowledge creating company. Oxford: University Press; tr. it. (1997) The knowledge creating company. Milano: Guerini e Associati.
Wenger E. (1998). Communities of practice: learning, meaning and identity. New York: Cambridge University Press; tr. it. (2006). Comunità di pratica. Apprendimento, significato e identità. Milano: Raffaello Cortina.
Vygotskij L. (1974). Storia dello sviluppo delle funzioni psichiche superiori e altri scritti. Torino: Giunti.
Vygotskij L. (1990). Pensiero e linguaggio. Roma: Laterza.
LETTURE CONSIGLIATE
Banzato M. (2002). Apprendere in rete. Torino: UTET.
Gagliardi R. (2007). Webquest e intelligenze multiple. In A. Carletti, A. Varani (a cura di). Ambienti di apprendimento e nuove tecnologie. Nuove applicazioni della didattica costruttivista nella scuola. Trento: Erickson, pp. 340-353.
Dodge B. (1995). WebQuests: a technique for Internet-based learning. Distance Educator, 1(2), pp.10-13.
Dodge B. (2002). WebQuest Taskonomy: a Taskonomy of tasks. URL: http://edweb.sdsu.edu/Webquest/taskonomy.html (ultima consultazione settembre 2010).
Federle G., Stefani C. (2005). Web-Quest: ricercare a più voci. TD Tecnologie Didattiche, 34, pp.55-63.
Ferraris M. (2003). Navigare nel WWW a scuola: ma per andare dove?. TD Tecnologie Didattiche, 28, pp.29-41.
Gardner H.(1991). Aprire le menti. La creatività e i dilemmi dell’educazione. Milano: Feltrinelli.
Meli V. (2009). La scuola come comunità di pratica. Web.it. Il Giornale dell’elearning, 2. URL: http://www.wbt.it/index.php?pagina=780 (ultima consultazione settembre 2010).
Midoro V. (2002). Dalle comunità di pratica alle comunità di apprendimento virtuali. TD Tecnologie Didattiche, 25, pp. 3-10.
Mason E.J., Mönks F.J. (2000). Developmental psychology and giftedness: theories and research. In K.A. Heller, F.J. Mönks, R.J. Sternberg, R.F. Subtonik (eds.). International Handbook of Giftedness and Talent, Second Edition. Oxford: Elsevier, pp. 141-156.
Nonaka I., Takeuchi H. (1995). The knowledge creating company. Oxford: University Press; tr. it. (1997) The knowledge creating company. Milano: Guerini e Associati.
Wenger E. (1998). Communities of practice: learning, meaning and identity. New York: Cambridge University Press; tr. it. (2006). Comunità di pratica. Apprendimento, significato e identità. Milano: Raffaello Cortina.
Vygotskij L. (1974). Storia dello sviluppo delle funzioni psichiche superiori e altri scritti. Torino: Giunti.
Vygotskij L. (1990). Pensiero e linguaggio. Roma: Laterza.
LETTURE CONSIGLIATE
Banzato M. (2002). Apprendere in rete. Torino: UTET.
Gagliardi R. (2007). Webquest e intelligenze multiple. In A. Carletti, A. Varani (a cura di). Ambienti di apprendimento e nuove tecnologie. Nuove applicazioni della didattica costruttivista nella scuola. Trento: Erickson, pp. 340-353.