Abstract
This article describes a research study involving 132 students on a Primary Education Sciences degree course at Roma Tre University. A complexity paradigm was employed for the research, which used group activities to design a questionnaire that was subsequently analysed to provide 8 different perspectives. The underlying theoretical perspective involved investigation of the applicability of the transactional analysis concept of Cultural Parent (and the associated concepts of Frame of Reference, Script and Ego States) as a way of understanding how changes are needed in educational processes to reflect how family, school and societal cultures have changed, with particular reference to Generation App and the increasing impact of technology on virtual spaces, and the need to reflect cultural diversity.
Highlights
This work was done within a framework of experimentation and research which began from 2011 onwards within several Italian universities
The aim was to define a model that will incorporate elements of transactional analysis in order to understand the didactic processes within primary schools
The learning and teaching process is seen from a perspective that integrates cognitive aspects, metacognitive dimensions and affective elements, and assumes they can become 'objects' of the teaching activity in order to facilitate the development of selfefficacy and autonomy
Summary
This work was done within a framework of experimentation and research which began from 2011 onwards within several Italian universities. It was increasingly evident that new processes and modalities of social communication were occurring within the external social context of schools, and that these could be related to the characteristics of virtual places (social networks, internet, video games) and to real places (in which complex multicultural and intergenerational communication processes are developed (Prensky 2012)). This means that each of us is immersed in processes of innovation and change and we are invited to revisit frequently our repertoires of personal skills, attitudes and cultural references (Newton, 2015)
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