Abstract
AbstractWith regards to the latest European Recommendations, developing key competences has become an important goal of education. The purpose of this comparative study is to focus on this topic considering the teaching of Latin and Greek in upper secondary school in Italy and Spain. A multiple case study with a mixed research design was used, with 173 students and 25 teachers as participants in the quantitative part and 40 students and 18 teachers in the qualitative part. The underlined results are a) the importance of working on the learning concepts of the students of Classics, as this influences the way they study b) the teaching factors that help pupils to develop key competences are evaluation, feedback, teacher personality, interactivity and discipline. Useful paths for daily teaching and new perspectives for future research in this field are offered.
Highlights
After the European Recommendation on Key Competences for Lifelong Learning (European Council, 2018 and 2006) many educational reforms were made in Europe to focus on key competences evaluation and to foster them in national curricula: for example, the Italian and Spanish governments indicated a precise list of key competences, called ‘of citizenship’, because they allow the future citizen to mature and act actively and responsibly (Government of Italy, 2007, 2015; Government of Spain, 2013)
Regarding the Italian and Spanish students, we evaluated a) the association between participants’ scholastic grade and the reported use of metacognitive strategies and conceptions of learning, and b) the relationship between the overall use of metacognitive strategies and conceptions of learnings
Based on the reviewed literature, we expected that students attending higher scholastic grades would report a greater attitude toward the use of metacognitive strategies and higher levels of constructive and interpretative learning
Summary
After the European Recommendation on Key Competences for Lifelong Learning (European Council, 2018 and 2006) many educational reforms were made in Europe to focus on key competences evaluation and to foster them in national curricula: for example, the Italian and Spanish governments indicated a precise list of key competences, called ‘of citizenship’, because they allow the future citizen to mature and act actively and responsibly (Government of Italy, 2007, 2015; Government of Spain, 2013).In general, an evaluation is defined as a process that is focused on something that has already happened (summative evaluation) or for future improvements (formative evaluation) (Rømer, 2019). Research by Richardson (2010) suggests that students are sceptical about the value of any subject that does not provide a ‘final’ grade. For this reason, it is important to focus on the value of formative assessment. Studies on conceptions of learning are based on the fact that the operational level of actions or strategies - what is done - is preceded by a theoretical and epistemological level that filters through the subject’s beliefs about learning - what is said about learning and what is said that it has done. On the basis of this, superficial and profound conceptions of learning can be distinguished (Martínez Fernández, 2007)
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