Transfer of a teaching-learning sequence from greek to italian school : do similarities in educational systems really help?

The specific purpose of this paper is to investigate the changes that occurred in the process of the transfer of a Teaching-Learning Sequence (TLS) from the designer’s to a host’s context. Besides we discuss if the similarities between educational systems may actually favour such a transfer. The specific case concerns the transfer of a TLS on thermal properties of materials from the Greek educational context into Italian one. The research has been framed in the “Adaptation and Re-Invention” (ARI) theoretical model. According to this model, some “core” elements of the original TLS, namely, scientific concepts addressed, pedagogical approach adopted, ICT-enhanced aspects and the activities’ sequence, have been first identified and then adapted for the new context. The resulting new core elements of the transferred TLS have been compared with those of the original TLS to investigate about the feasibility of the transfer. Results show that the similarities between the two educational contexts acted mainly as facilitators of the transfer process. Moreover, direct communication and interactions between the involved groups and an external expert helped significantly the process. Data from implementations in the two educational contexts show also similar positive effects on students’ learning outcomes

Transfer of a teaching-learning sequence from greek to italian school : do similarities in educational systems really help?

The specific purpose of this paper is to investigate the changes that occurred in the process of the transfer of a Teaching-Learning Sequence (TLS) from the designer’s to a host’s context. Besides we discuss if the similarities between educational systems may actually favour such a transfer. The specific case concerns the transfer of a TLS on thermal properties of materials from the Greek educational context into Italian one. The research has been framed in the “Adaptation and Re-Invention” (ARI) theoretical model. According to this model, some “core” elements of the original TLS, namely, scientific concepts addressed, pedagogical approach adopted, ICT-enhanced aspects and the activities’ sequence, have been first identified and then adapted for the new context. The resulting new core elements of the transferred TLS have been compared with those of the original TLS to investigate about the feasibility of the transfer. Results show that the similarities between the two educational contexts acted mainly as facilitators of the transfer process. Moreover, direct communication and interactions between the involved groups and an external expert helped significantly the process. Data from implementations in the two educational contexts show also similar positive effects on students’ learning outcomes