GNGTS 2024 - Atti del 42° Convegno Nazionale

Session 2.3 GNGTS 2024 with a second c lass of Middle school supported by teachers and INGV researchers. Each game was played as a challenge that had to be overcome to advance in the game as the result of cooperatve learning by the whole class in the competton. These gaming compettons are all designed on inquiry-based learning and h ave been enthusiastcally played simultaneously by students from all over Italy (Piangiamore & Maramai, 2022). In the reducton of natural hazards, knowledge of the past plays a key role. This is why, experimentng with a new didactc model experienced and based on the ESL at school, we decided to focus the actvity on the study of past earthquakes and tsunamis for facing the future with greater awareness. ESL suggests an innovatve way of studying with the use of new technologies, as a new way for teaching and learning based on a fipped-up approach . This actvity facilitates the development of all key competences and citzenship skills, stmulatng discussion among peers and with adults and fostering critcal thinking development (Rivoltella, 2013b; Piangiamore et al., 2016 ). In partcular, two ESL project addressed to High schools have been realized: “Earthquakes: history teaches us the future: researchers for a day with experimentaton in didactcs for ESL” and “Tsunamis: history teaches us the future researchers for a day with experimentaton in didactcs for ESL” . In both actvites students design a fnal digital communicaton product developing life skills, focusing on historical seismic studies of both past earthquakes and tsunamis. The experiences triggered students’ interest, favoring learning at a distance in a context that challenges knowledge, skills, attudes and competences. On the other hand, teachers can evaluate all the three phases of ESL actvity to reach a formatve assessment (Rivoltella, 2014). The above-mentoned experiences underlined that risk educaton and best practces of natural risk reducton can be instlled automatcally to promote safe behaviors to be implemented during natural events, building a lifelong-lifewide resilience (Piangiamore et al., 2021). References Piangiamore, G.L.; Maramai, A. Gaming and Resilience: Teaching by Playing Together—Online Educatonal Competton at School during the Pandemic. Appl. Sci. 2022, 12, 11931. htps:// doi.org/10.3390/app122311931 Rivoltella, P.C. Fare didatca con gli EAS - (Episodi di Apprendimento situato); La Scuola Ed.; Brescia, IT, 2013a. Rivoltella, P.C. L’agire didatco. Manuale per l’insegnante; La Scuola Ed.; Brescia, IT, 2013b. Rivoltella, P.C. Episodes of Situated Learning. A New Way to Teaching and Learning. Research on Educaton and Media, 2014, VI, N. 2, 79-87. Piangiamore, G.L.; Musacchio, G.; Devecchi, M. Episodes of Situated Learning: natural hazards actve learning in a smart school. In Interactve Learning: Strategies, Technologies and Efectveness; Lewis M. Hunt Eds.; Nova Science Publisher: New York, USA, 2016; ISBN 978-1-63484-198-6. Piangiamore, G.L.; Falsaperla, S.; Eva, E.; Musacchio, G. Seismic risk communicaton: Let’s students show their own way. Ann. Geophys. 2021, 64, 1–16.