204 research outputs found
Developing Scientific Practices in Secondary School: a Proposal for a New Curriculum
No full textThis thesis presents a revised physics curriculum for Italian technical institutes, designed to integrate the teaching of disciplinary content with the development of scientific practices, key elements of physics education. The new two-year curriculum is designed to adhere to the National Guidelines and fit into the current structure of the technical school physics curriculum, while innovating it by centering it on inquiry-based laboratory activities. Its goal is not only to convey physics concepts, but also to foster essential scientific skills such as formulating questions, developing models, conducting investigations, analysing data, and communicating findings. These skills align with the eight scientific practices outlined in the Framework for K-12 Science Education.
The study is guided by the following research questions: (1) To what extent a curriculum aimed at developing scientific practices, constructed with TLS including laboratory experiences based on inquiry, can enhance the learning of scientific practices among 9th-10th grade students? (2) To what extent can 9th-10th grade students develop each of the scientific practices?
The curriculum integrates the use of digital technologies and uses evaluation rubrics to assess students’ mastery of scientific practices. A systematic review was conducted to examine how the use of technologies can support the development of scientific practices. Following this, rubrics were developed to evaluate these practices. Finally, a pilot study assessed the feasibility of implementing a Teaching-Learning Sequence (TLS) to incorporate scientific practices as learning objectives. These steps led to the creation of the final two-year curriculum, which includes TLSs on topics such as motion, waves, and circuits. The project was conducted with an action-research stance, with the author serving as both a teacher and a researcher. Research-based frameworks such as the ISLE approach and the DBR methodology were used in the development of the TLSs. The TLSs composing the curriculum were implemented in the classroom and revised through an iterative process.
Data about students’ developing scientific abilities were collected for each TLS using the corresponding assessment rubrics. Students’ progression in each scientific practice was monitored over time by tracking the development of the associated abilities. This study focusses on the advancement of the four practices (on a total of eight) most under- represented in secondary school curricula. Although the curriculum effectively supports the learning of these practices, some were more challenging to master than others. The study also discusses the limitations of the research and its implications for future physics education.
This works offers both a product (a complete two-year curriculum designed for enhancing both content and practice) and a process for supporting the longitudinal development of scientific practices. Innovative laboratory technologies were incorporated in these activities when they contributed to achieving the learning goals. A reflection on the role of these technologies in enhancing learning is also provided, addressing an emerging gap in the literature. The design of inquiry-based TLSs incorporating learning goals related to both content and practices is another contribution of this work to the body of research on secondary school physics education
Developing Scientific Practices in Secondary School: a Proposal for a New Curriculum
No full textThis thesis presents a revised physics curriculum for Italian technical institutes, designed to integrate the teaching of disciplinary content with the development of scientific practices, key elements of physics education. The new two-year curriculum is designed to adhere to the National Guidelines and fit into the current structure of the technical school physics curriculum, while innovating it by centering it on inquiry-based laboratory activities. Its goal is not only to convey physics concepts, but also to foster essential scientific skills such as formulating questions, developing models, conducting investigations, analysing data, and communicating findings. These skills align with the eight scientific practices outlined in the Framework for K-12 Science Education.
The study is guided by the following research questions: (1) To what extent a curriculum aimed at developing scientific practices, constructed with TLS including laboratory experiences based on inquiry, can enhance the learning of scientific practices among 9th-10th grade students? (2) To what extent can 9th-10th grade students develop each of the scientific practices?
The curriculum integrates the use of digital technologies and uses evaluation rubrics to assess students’ mastery of scientific practices. A systematic review was conducted to examine how the use of technologies can support the development of scientific practices. Following this, rubrics were developed to evaluate these practices. Finally, a pilot study assessed the feasibility of implementing a Teaching-Learning Sequence (TLS) to incorporate scientific practices as learning objectives. These steps led to the creation of the final two-year curriculum, which includes TLSs on topics such as motion, waves, and circuits. The project was conducted with an action-research stance, with the author serving as both a teacher and a researcher. Research-based frameworks such as the ISLE approach and the DBR methodology were used in the development of the TLSs. The TLSs composing the curriculum were implemented in the classroom and revised through an iterative process.
Data about students’ developing scientific abilities were collected for each TLS using the corresponding assessment rubrics. Students’ progression in each scientific practice was monitored over time by tracking the development of the associated abilities. This study focusses on the advancement of the four practices (on a total of eight) most under- represented in secondary school curricula. Although the curriculum effectively supports the learning of these practices, some were more challenging to master than others. The study also discusses the limitations of the research and its implications for future physics education.
This works offers both a product (a complete two-year curriculum designed for enhancing both content and practice) and a process for supporting the longitudinal development of scientific practices. Innovative laboratory technologies were incorporated in these activities when they contributed to achieving the learning goals. A reflection on the role of these technologies in enhancing learning is also provided, addressing an emerging gap in the literature. The design of inquiry-based TLSs incorporating learning goals related to both content and practices is another contribution of this work to the body of research on secondary school physics education
Developing Scientific Practices in Secondary School: a Proposal for a New Curriculum
No full textThis thesis presents a revised physics curriculum for Italian technical institutes, designed to integrate the teaching of disciplinary content with the development of scientific practices, key elements of physics education. The new two-year curriculum is designed to adhere to the National Guidelines and fit into the current structure of the technical school physics curriculum, while innovating it by centering it on inquiry-based laboratory activities. Its goal is not only to convey physics concepts, but also to foster essential scientific skills such as formulating questions, developing models, conducting investigations, analysing data, and communicating findings. These skills align with the eight scientific practices outlined in the Framework for K-12 Science Education.
The study is guided by the following research questions: (1) To what extent a curriculum aimed at developing scientific practices, constructed with TLS including laboratory experiences based on inquiry, can enhance the learning of scientific practices among 9th-10th grade students? (2) To what extent can 9th-10th grade students develop each of the scientific practices?
The curriculum integrates the use of digital technologies and uses evaluation rubrics to assess students’ mastery of scientific practices. A systematic review was conducted to examine how the use of technologies can support the development of scientific practices. Following this, rubrics were developed to evaluate these practices. Finally, a pilot study assessed the feasibility of implementing a Teaching-Learning Sequence (TLS) to incorporate scientific practices as learning objectives. These steps led to the creation of the final two-year curriculum, which includes TLSs on topics such as motion, waves, and circuits. The project was conducted with an action-research stance, with the author serving as both a teacher and a researcher. Research-based frameworks such as the ISLE approach and the DBR methodology were used in the development of the TLSs. The TLSs composing the curriculum were implemented in the classroom and revised through an iterative process.
Data about students’ developing scientific abilities were collected for each TLS using the corresponding assessment rubrics. Students’ progression in each scientific practice was monitored over time by tracking the development of the associated abilities. This study focusses on the advancement of the four practices (on a total of eight) most under- represented in secondary school curricula. Although the curriculum effectively supports the learning of these practices, some were more challenging to master than others. The study also discusses the limitations of the research and its implications for future physics education.
This works offers both a product (a complete two-year curriculum designed for enhancing both content and practice) and a process for supporting the longitudinal development of scientific practices. Innovative laboratory technologies were incorporated in these activities when they contributed to achieving the learning goals. A reflection on the role of these technologies in enhancing learning is also provided, addressing an emerging gap in the literature. The design of inquiry-based TLSs incorporating learning goals related to both content and practices is another contribution of this work to the body of research on secondary school physics education
Developing Scientific Practices in Secondary School: a Proposal for a New Curriculum
No full textThis thesis presents a revised physics curriculum for Italian technical institutes, designed to integrate the teaching of disciplinary content with the development of scientific practices, key elements of physics education. The new two-year curriculum is designed to adhere to the National Guidelines and fit into the current structure of the technical school physics curriculum, while innovating it by centering it on inquiry-based laboratory activities. Its goal is not only to convey physics concepts, but also to foster essential scientific skills such as formulating questions, developing models, conducting investigations, analysing data, and communicating findings. These skills align with the eight scientific practices outlined in the Framework for K-12 Science Education.
The study is guided by the following research questions: (1) To what extent a curriculum aimed at developing scientific practices, constructed with TLS including laboratory experiences based on inquiry, can enhance the learning of scientific practices among 9th-10th grade students? (2) To what extent can 9th-10th grade students develop each of the scientific practices?
The curriculum integrates the use of digital technologies and uses evaluation rubrics to assess students’ mastery of scientific practices. A systematic review was conducted to examine how the use of technologies can support the development of scientific practices. Following this, rubrics were developed to evaluate these practices. Finally, a pilot study assessed the feasibility of implementing a Teaching-Learning Sequence (TLS) to incorporate scientific practices as learning objectives. These steps led to the creation of the final two-year curriculum, which includes TLSs on topics such as motion, waves, and circuits. The project was conducted with an action-research stance, with the author serving as both a teacher and a researcher. Research-based frameworks such as the ISLE approach and the DBR methodology were used in the development of the TLSs. The TLSs composing the curriculum were implemented in the classroom and revised through an iterative process.
Data about students’ developing scientific abilities were collected for each TLS using the corresponding assessment rubrics. Students’ progression in each scientific practice was monitored over time by tracking the development of the associated abilities. This study focusses on the advancement of the four practices (on a total of eight) most under- represented in secondary school curricula. Although the curriculum effectively supports the learning of these practices, some were more challenging to master than others. The study also discusses the limitations of the research and its implications for future physics education.
This works offers both a product (a complete two-year curriculum designed for enhancing both content and practice) and a process for supporting the longitudinal development of scientific practices. Innovative laboratory technologies were incorporated in these activities when they contributed to achieving the learning goals. A reflection on the role of these technologies in enhancing learning is also provided, addressing an emerging gap in the literature. The design of inquiry-based TLSs incorporating learning goals related to both content and practices is another contribution of this work to the body of research on secondary school physics education
Code Acquisition Under Strong Dynamics: The Case of TT&C for LEOP
No full textThis paper tackles the issue of code acquisition of Spread Spectrum (SS) signals used for Telemetry, Tracking and Control (TT&C) of satellites operating in the Launch and
Early Orbit Phase (LEOP). Peculiar to this scenario is the
very low signal to noise plus interference ratio, that requires
very accurate frequency estimation during code acquisition in
order to guarantee the lock of the tracking loops. In this
work we introduce a multi-dwell architecture composed of a
first detection stage, aimed to perform coarse measurements
of code delay and frequency offset, and a refinement stage in
which very accurate estimations of signal frequency offset and Doppler rate are carried out. The proposed methods are tested by means of numerical simulations in terms of estimation accuracy and mean acquisition time and compared with classical code acquisition strategies, yielding compelling results and proving their effectiveness
Mechanical behaviour of two elastomeric seals for rlling element bearing units
No full textThe mechanical properties of a commercial elastomer in use for axial and radial rolling bearing seals have been experimentally determined by means of biaxial, uniaxial and compresison tests. A finite-element program has been developed for large hyperelastic deformations, and a numerical analysis of the stress-strain field in the seal investigated has been performed. In this program, mechanical properties of the rubber are described by means of an experimentally determined constitutive relationship. The numerical results have been verified in the experiments, but substantial additional work is required before the analytical methods can be used with complete effectiveness
Postnatal transformations of alveolar surfactant in the rabbit: changes in pool size, pool morphology and isoforms of the 32-38 kDa apolipoprotein.
No full textTo clarify perinatal transformations of surfactant we performed lung lavage in term fetuses and in 0-24-h-old newborn rabbits. Lavage fluid was separated into three pools, namely lavage pellet, lavage supernatant and cells. We found that at birth the pellet contains 94.1 ± 1.4% (S.E.) saturated phosphatidylcholine, while the supernatant and cells contain traces of it. At birth the pellet contains secreted lamellar bodies while the supernatant lacks any recognizable structure. After birth, the alveolar saturated phosphatidylcholine level increases 5.1-times in 24 h, the proportions between pools reaching adult values in 90 min (pellet = 75.9 + 4.8%, supernatant = 22.7 ± 4.9%), and small vesicles appear in the supernatant, probably originating from the turnover of alveolar surfactant during breathing. The saturated phosphatidylcholine associated with cells remains unchanged. At birth, the 32-38 kDa surfactant apolipoprotein appears to be less extensively sialylated than in adult life. © 1988
LDL-apheresis: Comparison of methods
No full textElective treatment for patients affected with familial hyper- cholesterolemia, in addition to drug therapy, is the removal of cholesterol by apheresis. This can be obtained by selective, semiselective or non- selective techniques. Comparisons among different methods are very difficult, owing to the various, specific for each type of apheretic procedure, factors, which can greatly influence the treatment efficacy. Nevertheless, with the aid of some mathematical formulas, as recently proposed by Jovin et al., it is possible to quantify correctly the total removal of different lipoprotein fractions, thus gaining a true index of treatment efficacy. According to our data, heparin induced extracorporeal LDL precipitation (HELP system), dextran sulfate adsorption (i.e., two selective techniques) and traditional plasma- exchange (i.e., a non-selective technique) have been resulted to be similar with respect to the efficacy, namely to the removal of C-LDL. However, the recovery of C-HDL has been highly greater when using selective methods than when treating patients with plasma-exchange. Since the HDL fraction has been demonstrated to have a protective role on coronary atherosclerosis, to date selective techniques represent the gold standard for LDL apheresis. Nevertheless, plasma-exchange has to be considered for particular cases, on account of both the technical feasibility and the good efficacy
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