The main goal of school is that all students, including those with Special Educational Needs, learn correctly by achieving positive results through learner-centered and learning-centered interventions, and educational projects based on a cooperative approach, aimed at bringing out the students' potentialities and enhancing talents by contributing to the person's overall formation. The aim of this paper is to highlight the way Biodanza SRT interventions in Primary School facilitate self-regulated learning process, metacognition, attitudes, and emotional-affective, relational and social skills. Practical experience lived by and mediated through the body and corporeality plays a key role in cognitive and metacognitive learning, in the integrated development of people, their social-relational skills and social inclusion
SELF-REGULATED LEARNING AND METACOGNITION - THE CONTRIBUTION OF BIODANZA SRT IN PRIMARY SCHOOL
Cusano P.Writing – Review & Editing
2020-01-01
Abstract
The main goal of school is that all students, including those with Special Educational Needs, learn correctly by achieving positive results through learner-centered and learning-centered interventions, and educational projects based on a cooperative approach, aimed at bringing out the students' potentialities and enhancing talents by contributing to the person's overall formation. The aim of this paper is to highlight the way Biodanza SRT interventions in Primary School facilitate self-regulated learning process, metacognition, attitudes, and emotional-affective, relational and social skills. Practical experience lived by and mediated through the body and corporeality plays a key role in cognitive and metacognitive learning, in the integrated development of people, their social-relational skills and social inclusionI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
