Research in the psychological field that deals with Learning and Memory has for some time offered many theoretical and experimental contributions to didactic-training practice. These outcomes are results of considerable operational versatility that are suitable for use as a theoretical reference (model, criterion, indication, strategy, ...) to optimize either teaching-learning activity or didactic planning. Certainly some of them are already well integrated into the study programs adopted by the institutions and organizations responsible for education and training. In fact many of them are part of the knowledge of the operators in the sector (teachers, trainers, planners, …).

 

But it is also very likely that in many countries the didactic implications of certain cognitive processes such as those discussed below are little known or completely unknown to many teachers and trainers. It is especially surprising that in professional practice certain attention to be paid to the functioning of the learning mind is frequently neglected by precisely those operators who should make daily use of it.  Of course, given the vastness of the contributions available today, this is not a simple task for the single operator in the sector (teacher, trainer, instructional designer) already widely involved in carrying out their professional duties that erode space and time for self-updating.

 

IFor this reason we have tried to fill this gap by bringing to the attention of operators some of these "hidden evidences" which deserve to be taken into great consideration. In Hidden Evidences you can find a selction of these contributions accompanied by didactic-training proposals that can be used in daily practice. On the pages of the site you will be introduced to the analysis of 14 Hidden Evidences, those that appear to offer the greatest versatility on an operational level. For further information, please refer to the reference text.