No abstract

Il contributo è il risultato del lavoro congiunto dei due autori, tuttavia è possibile attribuire a Stefania Pinnelli i paragrafi 1 e 2, mentre ad Andrea Fiorucci i paragrafi 3, 4 (4.1, 4.2, 4.3), 5.

The present study aims to discuss the state of the art inherent in pedagogical-didactic research on the education of gifted students. To this end, a systematic review of scientific texts published between 2011 and 2021 was carried out. The present article is organized as follows: introduction to the topic; definition of the objectives, research questions, and methodological protocol; selection, evaluation, and synthesis of the abstract studies; discussion and evaluation of the results; and conclusions. Multiple tools for identifying the gifted students (for use by psychologists, pedagogists, educators, and teachers) emerge from the findings of the present study. The texts highlight numerous instructional and educational programming models for gifted students in all school grades. The main model is the SEM—(Schoolwide Enrichment Model). The present review shows a conspicuous production on gifted education, with the predominance of recently published articles (indicative of vivid interest in the topic) and of American origin. This geographic predominance, which does not cover the European and eastern parts of the world, may depend on the fact that the databases used [Scopus and Web of Science (WoS)] select results based on the use of English. This review reveals gaps and emerging trends in gifted education research, suggesting possibilities and future perspectives.

In the mid 1990s people became fascinated with the Internet, a fact which has not only redesigned the geographic borders of communication within a totally new dimension, but has also created new profiles of personal identities. This paper aims to describe how identities are constructed in cyberspace and outline the risks and the opportunities of such an evolution of human identity.Moving from the identity concept from the theories of Goffman, Erikson and other authors, this paper intends to answer these questions and to discuss the problem of personal identity in the age of the Internet.The aim is to introduce and to discuss through a pedagogical point of view, a specific type of mental disturbance of the Internet age called Internet Addiction Disorder (IAD), a disturbance classified through the criteria of DSM IV as a new form of dependency.

In the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR, Cambridge University Press, ISBN: HB 0521803136 -PB 0521005310 www.uk.cambridge.org/elt), it is emphasized that languages should not be considered as compartments ponds to be faced and learned in isolation, and that by "plurilingualism" we mean the integration of different linguistic repertoires which do not necessarily imply complete mastering of all abilities. Lecturio + is an Erasmus + project funded by the European Community for a partnership of public and private bodies. It develops along two lines of action: production and experimentation of learning paths of Romance languages on the model of linguistic inter-understanding and planning and implementation of an international summer school. Regarding the first action Lecturio + provides for the creation of a multilingual narrative tool intended for 8-year-old children of 3 European countries that guarantees attention also to dyslexic students. Moving from the scientific references on the difficulties in learning L2 for dyslexic students, the working group of the CNTHI of Unisalento, has been responsible for the inclusive design of the teaching tool, it is the book version and the Kamishibai version of a story titled "Thomas and the watermelon ", its adaptation to make it accessible and the methods of fruition and evaluation also through the digital version. This is a text structured according to the criteria of inclusive teaching that is proposed in schools in the partner countries of the project and translated into 14 languages. The purpose of the grant is to stimulate the learning of L2 through immersive experiences. The CNTHI working group has also organized two tools for the exploration of beliefs and attitudes towards the learning of a foreign language of teachers and students of the 4 primary school classes where the tools comes tried out. The aim is to recognize the preliminary components of a positive approach to the language.