Verso un nuovo paradigma per la didattica della programmazione con l'AI attraverso la metacognizione
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Abstract
L’introduzione dell’intelligenza artificiale generativa nell’ambito della programmazione e della didattica dell’informatica ha posto numerosi dubbi sul suo impatto sull’apprendimento. Se da un lato, le aziende incoraggiano l’adozione di questo strumento da parte dei loro dipendenti al fine di aumentare la produttività, studenti e insegnanti affrontano sfide nella sua integrazione, spesso percependolo come una scorciatoia. In questo studio abbiamo approfondito tali questioni con l’obiettivo di validare una pratica didattica abile nel valorizzare le higher-order thinking skills come metacognizione, creatività e pensiero critico, spesso trascurate nella didattica tradizionale dell’informatica. Con questo obiettivo, abbiamo quindi coinvolto 40 studenti in un’attività di programmazione con l'uso dell'IA, raccogliendo dati e analizzando il processo di problem-solving con codice generato dall’IA. I dati raccolti dai questionari pre- e post-attività hanno presentato effetti significativamente positivi dell’attività su competenze, AI literacy e riflessione metacognitiva. I risultati suggeriscono quindi che l’integrazione strategica dell’IA può costituire un valido potenziamento per la didattica favorendo il potenziamento di abilità chiave non solo per l’apprendimento ma anche per la carriera futura.
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