L’ombra rapida del nibbio: effetti emotivi e cognitivi di due letture nei boschi abruzzesi

This contribution presents the partial results of an ongoing collective case study on the emotional and cognitive effects of place-based reading practices. Starting from a theoretical framework encompassing the theories of place-based education (Beames et al., 2012; Smith, 2002; Sobel, 2004) and its specific applications in the field of reading skills (Eggersen, 2023; Lundhal, 2011; Novack, 2014; Pjedsted, 2020; Wason-Ellam, 2010), the results of case studies carried out in June 2024 at two small secondary schools belonging to the Istituto Omnicomprensivo ‘G. Spataro’ of Gissi (Chieti) are presented. Through a qualitative experimental methodology, including the observation of teaching activities and the thematic analysis of individual interviews with the pupils, thirteen themes were identified, arranged in three macro-areas of interest.