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La cooperazione educativa tra la Scuola ed il mondo della Ricerca Scientifica. La didattica non formale della Fisica
No full textRoma, 22-25 ottobre 200
The permanent Oriented World Globe installation at Roma Tre University
No full textThe Oriented World Globe (or Parallel Globe) is a common terrestrial globe
whose axis is inclined with respect to horizontal plane at an angle equal to the
latitude of the site (for Roma approximately 42°) and oriented along the meridian.
I this way the axis will point towards North Celestial Pole, N.P. (Fig. 1) and will
result parallel to the terrestrial axis.
Placing the line of the meridian of the site represented on the globe map in
coincidence with the true local meridian, the globe will show in real time the
pattern of illumination of the Earth’s surface and its diurnal and seasonal
variations.
Since the terrestrial radius is negligible respect to the Earth-Sun distance, with
good approximation we can consider the globe to be placed in the centre of the
Celestial Sphere.
Nevertheless such a Ptolemaic view, the globe turns out to be an ideal tool for a
modern interdisciplinary teaching and meaningful learning of Astronomy,
Geometry, Mathematics, Physics and Natural Sciences. For this reason small
oriented world globe are commonly used in educational activities at school.
The globe located in the centre of the Chiostro garden of the Physics Department
E. Amaldi has been designed following the criteria recently proposed in the field
of Architecture (Bozic et al. 2005) on the possible direct educational role of the
indoor and outdoor spaces of schools and universities when these are arranged
according to the principles of hands-on experiments
The oriented World Globe at Roma Tre University , A Ptolemaic tool for modern teaching in Astronomy
No full textReal sky through small telescopes
No full textIn a big town where the night sky is virtually invisible and if often only a virtual experience a
telescope is the best channel for the real sky. Even a small telescope.
Moon, planets, double stars and some deep sky objects become real objects viewed through
an eyepiece or by means of modern CCD In the last few years, in the nice location of our
Astrogarden, we did a lot of public outreach and educational activities using small telescopes.
Our results show that these activities are very efficient in the broadening of understanding of
astronomy and science with the public, in stimulating scientific interests with the young people
and in developing useful skills in university students
Fisica non formale Un’esperienza nell’ambito del Progetto Nazionale Lauree Scientifiche
No full textUn insegnamento della fisica che attinga anche a modalità non formali può svolgere un ruolo chiave nella
formazione dei futuri fisici e, in prospettiva, sulla percezione che la società ha della fisica. Tra gli elementi
che caratterizzano l’apprendimento non formale, assume grande evidenza la centralità dell’aspetto sociale
e cooperativo, che si fonda sulla qualità della relazione umana e sulla condivisione di spazi e tempi poco
strutturati in un contesto adeguato. Viene qui presentata e discussa un’esperienza fondata su questi elementi,
svolta nella primavera del 2007: un Campo Scuola di Fisica realizzato presso il Museo del Balì e inserito nel
contesto del Progetto Lauree Scientifiche del Collegio Didattico di Fisica dell’Università Roma Tre
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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