«Decision Making» nell’istruzione. «Evidence Based Education» e conoscenze sfidanti

Abstract

Instructional «Decision Making». «Evidence Based Education» and Challenging Knowledge In order to gain social credibility, the knowledge domain of education should be able to provide reliable guidelines, at least as regards the most crucial decision-making moments, which satisfy the demands made by stakeholders, professional trainers and practitioners. Pursuing a sound knowledge of effective instructional strategies is the main objective of «Evidence Based Education» (EBE). This vast research field has drawn the Education community’s attention to the need for following strict procedures in order to be able to evaluate what works and in which circumstances. Following the EBE approach, which encourages knowledge based on evidence, the author stresses the need for integrating results with a general vision of the instructional field and with the general principles and models of «Instructional Design». The author also gives some examples to show how significant research can provide the most meaningful improvement in teaching activity by advancing hypotheses that can «challenge» basic scientific assumptions as well as common beliefs and myths, which normally support teaching practices, and also by submitting them to a strict evidence based evaluation in which the scientific community can participate more actively.

Keywords

• challenging knowledge
• evidence based education
• instructional models
• knowledge capitalization
• theory and practice
• capitalizzazione della conoscenza
• conoscenza sfidante
• teoria e pratica educative
• modelli dell’istruzione