• Chimica
• didattica
• metodologia
• scuola

There are different types of teaching/learning, the main ones are:
1. Learning by transmission;
2. guided discovery;
3. reflection on meanings;
4. construction of meanings.
Neuroscience tells us that active/metacognitive learning is able to activate a greater number of connections at the neuronal level and, therefore, to stimulate in a deeper way the processes related to the memorization and competence of the concepts.
This does not demonstrate the superiority of one type of learning over the others but, on the contrary, it must lead us to integrate the different experience plans into a single integrating background.
Learning through transmission and guided discovery have undoubted advantages, among which the main one is that of allowing you to deal with many topics in a short time.
In the event that the goal we propose is to work on more complex aspects, it becomes essential to put students in an operational situation in which they have to solve a series of problem situations.
The continuous process of destructuring/restructuring of their knowledge will lead them to a metacognitive reflection of the work done which is the basis of the inferential processes that allow you to build your own personal form of competence.
The verticality of the process, in a spiral curriculum perspective, can form the basis for a two-way growth of pupils/teachers.
In fact, too often, teachers replicate the teaching models they experienced firsthand as children and rarely question them.