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GeoReasoning: Metodologie e strategie didattiche motivanti per lo sviluppo del ragionamento geografico
No full textStruttura dell’Abstract
Contesto: Il contributo presenta un innovativo approccio didattico per l'insegnamento/apprendimento del ragionamento geografico. La ricerca parte dall’assunto che l'insegnamento della geografia attraverso metodologie descrittive e trasmissive compromette la motivazione degli studenti, limitando la loro capacità di fare connessioni consapevoli. Per questo motivo è sempre più cogente dotarsi di metodi in grado di sviluppare la capacità di ragionare geograficamente che implica comprendere la logica della localizzazione, distribuzione, connessione e relazione tra oggetti e fenomeni; includere le geo-grafie dell’immaginazione per la scoperta di futuri possibili.
Obiettivi: L'obiettivo dello studio è applicare il paradigma del ragionamento geografico alla produzione di materiali didattici innovativi architettati per promuovere una scuola concepita quale sistema formativo integrato con il territorio. La situazione geografica scelta è il Parco del Piano di Magadino (CH), situato nel Cantone Ticino, Svizzera, che rappresenta un mosaico interconnesso di ambienti naturali, rurali e antropici, ed offre un contesto di prossimità ideale per lo svago delle comunità locali.
Setting: Il setting di questo studio prende in esame il processo di produzione e utilizzo di percorsi e materiali didattici sviluppati per avvicinare le classi e le scuole al Parco del Piano di Magadino. Questi sono stati progettati a partire da una situazione geografica utile per promuovere il ragionamento geografico attraverso le metodologie dell’apprendimento cooperativo e multidisciplinare, includendo missioni di esplorazione e attività didattiche incentrate sulla scoperta e sull'indagine dei fenomeni geografici.
Design e metodi: Il metodo di produzione dei materiali didattici vede il continuo dialogo tra il territorio -per l'emersione delle situazioni geografiche significative- e il quadro teorico del ragionamento geografico che include la capacità di fare connessioni consapevoli con le basi epistemologiche della scienza geografica.
Risultati: Il progetto ha condotto allo sviluppo di un toolkit didattico per il Parco del Piano di Magadino. Il toolkit è progettato per incoraggiare gli studenti a esplorare, analizzare e riflettere su una situazione geografica vicina alla realtà, che, attraverso pratiche e tecniche di indagine dei fatti geografici, del farsi -ovvero dei processi che producono cambiamento- e del senso - della sfera di valori individuali e culturali racchiusi in un territorio, paesaggio, luogo, ambiente- possa far sentire ciascuno protagonista nel processo di apprendimento.
Conclusioni: Lo studio ha messo in evidenza come sia possibile favorire lo sviluppo del ragionamento geografico attraverso un approccio in grado di connettere la realtà scolastica e la comunità locale. Si discutono i punti di forza e debolezza del progetto, rappresentati rispettivamente dalla centralità dello studente e il ruolo chiave dell'insegnante quale facilitatore del processo di apprendimento. Futuri studi potrebbero analizzare gli effetti dell'applicazione del toolkit didattico sviluppato per il Parco del Piano di Magadino in altre tipologie di situazioni geografiche, considerando sia i processi di apprendimento della geografia, ma anche lo sviluppo delle competenze trasversali.
Parole Chiave: Ragionamento geografico, insegnamento motivante, missioni di scoperta, Parco del Piano di Magadino, metodologie didattiche, apprendimento attivo.
GeoReasoning. Motivational teaching methodologies and strategies for the development of geographical reasoning
Context: This contribution presents an innovative didactic approach for teaching and learning geographical reasoning. The research is based on the premise that traditional descriptive and transmissive methodologies in geography teaching undermine students’ motivation by constraining their ability to establish conscious connections. Thus, there is a pressing need for methodologies that cultivate geographical reasoning, encompassing the understanding of location, distribution, connections, and relationships among objects and phenomena, as well as the imaginative geographies necessary for envisioning possible futures.
Objectives: The study aims to apply the paradigm of geographical reasoning to the development of innovative teaching materials that promote schools as educational systems integrated with their surrounding territories. The geographical context selected is the Piano di Magadino Park (CH), situated in the Canton of Ticino, Switzerland. This park, characterized by a mosaic of interconnected natural, rural, and anthropogenic environments, provides an ideal setting for fostering the recreation and engagement of local communities.
Setting: The research investigates the design, production, and application of educational pathways and materials developed to strengthen the connection between schools and the Piano di Magadino Park. These materials are grounded in geographical situations and aim to foster geographical reasoning through cooperative and multidisciplinary learning methodologies. The approach includes exploratory missions and didactic activities centered on the discovery and investigation of geographical phenomena.
Design and Methods: The development of the teaching materials involved an iterative process that integrates the geographical context -allowing the identification of meaningful geographical situations- with the theoretical framework of geographical reasoning. This framework emphasizes conscious connections to the epistemological foundations of geographical science.
Results: The project resulted in the creation of a teaching toolkit for the Piano di Magadino Park. This toolkit is designed to engage students in exploring, analyzing, and reflecting on real-world geographical situations. By employing investigative practices and techniques, the toolkit emphasizes the processes that drive change (the making) and the cultural and individual values embedded in a territory, landscape, place, or environment (the meaning). This approach positions students as active protagonists in their learning journey.
Conclusions: The study demonstrates the potential to foster geographical reasoning through an approach that bridges schools and local communities. The strengths of the project include its student-centered methodology and the critical role of teachers as facilitators of the learning process. However, some challenges were noted. Future research could explore the applicability of the teaching toolkit in other geographical contexts, examining its impact on geography learning processes and the development of transversal skills.
Keywords: Geographical reasoning, motivating teaching, discovery missions, Piano di Magadino Park, teaching methodologies, active learning.
SIGMA - Dalla matematica allo spazio
No full textSIGMA is a group of students and alumni of the "Teresa Gullace" High-School in Rome. It was created with the aim of improving the level of competence of the students in mathematics, particularly with a view to their participation in the national competitions. Over the years, SIGMA has grown to encompass activities of scientific dissemination ranging from mathematics and physics and aerospace. The SIGMA group has, since its inception, always been very inclusive and heterogenous. Over the years, the activities carried out by the group have involved students interested in various scientific disciplines, as well as colleagues and pupils from middle schools in the neighbourhood. The article shows how the creation of SIGMA triggered a wealth of ideas and laboratory’s activities, which involved hundreds of students and allowed them to experience realities beyond the school’s curriculum. This enriched our work as teachers and educators.SIGMA è un gruppo di studenti e alunni del Liceo 'Teresa Gullace' di Roma. E' stato creato allo scopo di migliorare il livello di competenza degli studenti in matematica, con particolare attenzione alla loro partecipazioine alle competizioni nazionali. Negli anni, SIGMA è cresciuto fino a includere attività di divulgazione scientifica che vanno dalla matematica, alla fisica e allo spazio. Dalla sua creazionee il gruppo SIGMA è sempre stato molto inclusivo ed eterogeneo. Negli anni le attività realizzate dal gruppo hanno coinvolto nelle varie discipline scientifiche sia gli studenti interessati, sia i colleghi e gli studenti delle scuole medie del vicinato. L'articolo mostra come la creazione di SIGMA abbia portato allo sviluppo di un gran numero di idee e di attività di laboratorio che hanno coinvolto centinaia di studenti permettendogli di fare esperienze che vanno oltre il curriculum scolastico. Questo ha arricchito il nostro lavoro di insegnanti e di educatori.
II.9 — Beam instrumentation
No full textThe determination of beam parameters is essential for the operation and development of any accelerator facility. The working principle of frequently used beam instruments for electron and proton beams is discussed. The article includes the beam instrumentation for beam current determination, methods for transverse profile and emittance diagnostics, the usage of beam position monitors for bunched beams, bunch shape measurement and the usage of beam loss monitors. The article also deals with the physical basis of various monitors and applications for beam diagnostics at typical linear and circular accelerators for electrons and protons.  
II.18 — Life-cycle and operability of particle accelerators
Full text linkParticle accelerators are used to generate particle beams for different kinds of use. Operability must be easy and simple for an industrial version with a high Technological Readiness Level (TRL), or complex and critical for large single accelerators designed for new research objectives. Our present text mainly focuses on this second type of specific machines and facilities. Beyond associated physics and technologies considerations, they are systems and facilities to be designed, constructed, and used for the expected purposes. The particle accelerators devoted to research have generally a long life (> 20 years) and history shows that their lifecycles are unique, and generally neither smooth nor easy. Many good practices in project management and operation of particles accelerators can be found in the existing fields of building construction, or complex industrial systems (aeronautic, military) or other large scientific instruments (e.g. satellite). But they have their particularities: the specificities of the expected output (the particle beam, a complex multi-parametric physical object), the technologies (ion sources, RF, vacuum, etc.), the specific risks (direct or remnant radiations, electricity, etc.), the high expectation for performances or innovation, the usual associated international community. In the first section, we will describe the different classic stages of the lifecycle of a particle accelerator, in the second section we will focus on the operations stage with details on the reliability. In the third section, we will evoke some of the current trends: artificial intelligence, sustainability, and major cost of energy
I.1 — Electromagnetism
Full text linkElectromagnetic fields are at the heart of accelerators. They accelerate, focus and guide charged particles and they are responsible for the stability as well as the instability of particle beams. Their range goes from constant fields up to very fast changing fields with frequencies of many GHz. Since electromagnetism is part of the university curriculum, we restrict ourselves to a review of some basics which are important to deal with problems in particle accelerators.
State Aid in Academia-Industry Cooperation: an Overview of the existing Conditions and Challenges Through the ExSACT Project
Full text linkThe ATTRACT’s European Scientific Research Infrastructures’ Innovation Ecosystem (ERI-IE) is vital to academia-industry cooperation but faces challenges under state aid rules designed to protect market competition. Employing quantitative and qualitative methodologies, including surveys and semi-structured interviews, the ExSACT project investigated how state aid regulations impact the financing of research, research and technology infrastructure (RI/TI) usage, and intellectual property rights (IPR) transfer in the EU. Findings indicate that limited awareness of state aid rules can hinder public investment and complicate RI/TI usage and IPR management. While the organizations recognize IPR's importance, they need more support with licensing and inventor incentives. IP registration processes are most refined for inventions and trade secrets, with less emphasis on industrial design and trademarks. Additionally, researchers expressed frustration with the complexity of state aid regulations. This research highlights the need to simplify state aid rules and improve understanding within state administrations, enabling smoother cooperation and technology transfer between the ERI, industry stakeholders, and society as a whole
Individually Perceived Impact of a Life Design Intervention on Students: A Qualitative Approach
Full text linkThis study examines the impact of the "Design Your Happy Life" course at Technische Universität Berlin on students' life strategies. Utilizing the Theory of Planned Behaviour (TPB), eight course participants were engaged in in-depth semi-structured interviews. The Gioia methodology guided the qualitative data analysis, informing the development of standardized entry and exit questionnaires based on TPB constructs. Findings reveal significant improvements in perceived behavioural control and attitudes towards life planning among participants, with most reporting a clearer vision of their life and career trajectory. This research contributes to understanding how design thinking principles in life design courses can shape students' behavioural intentions. It offers a novel assessment tool for measuring course impact, providing valuable insights for educational practitioners and curriculum developers. The study paves the way for future research on the effectiveness of life design interventions in higher education.
III.7 — X-ray free-electron-lasers
Full text linkX-ray free-electron laser (FEL) facilities are unique tools providing extremely brilliant X-rays that allow the observation of matter on the scale of atomic processes. In this chapter we will qualitatively explain some fundamental concepts related to undulator and FEL radiation and we will describe the X-ray FEL facilities, including the typical layout, some basic concepts about electron beam dynamics and properties, and current facilities