1,721,000 research outputs found
Partecipazione pubblica e accettabilità sociale nel cambiamento del sistema energetico: un’analisi socio-psicologica
No full textIntersoggettività a scuola. Proposta metodologica per l’analisi dei posizionamenti narrativi degli insegnanti
Full text linkLa qualità del clima scolastico è costruita e mantenuta nell’incontro quotidiano tra attori sociali, dunque curarsi delle relazioni a scuola favorisce l’incremento del benessere degli individui. Spesso, tuttavia, ci si trova sprovvisti degli strumenti concreti per affrontare problematiche relazionali. Con questo lavoro presentiamo un metodo per la valutazione e la comprensione delle relazioni sociali degli insegnanti di scuola primaria discutendo i risultati di una indagine sul campo.
Sono stati intervistati quindici insegnanti di un Istituto Comprensivo della provincia di Padova e l’incontro con ciascuno di essi è stato strutturato combinando due metodi, la diffusa intervista narrativa e l’analisi del repertorio delle posizioni personali. La procedura adottata si è rivelata efficace e in grado di portare alla luce la struttura sociale percepita dagli insegnanti
Distance learning: Evaluting tools or constructing communities ofpractice?
No full textThis paper shows that the techno-centric approach to Distance Learning (DL) systems reduces the opportunities to design and understand these systems in terms of the ongoing co-construction of technological tools and educational projects. Another aspect of the techno-centric approach to DL - the bold assumption that distance may be cancelled by the electronic communication tools - is challenged on the basis of a careful examination of the evidence coming by recent field research. Finally, a cultural approach to DL is presented, centred on the concepts of "mediation" (which is essential to understand processes involving Computer Mediated Communication) and "artifacts" which are considered as embodied social projects. Within the cultural approach "interaction" - a key concept in DL studies - is given a new and radical sense at three levels: first as interaction between technological tools and educational projects, second as interaction between the learner and the "material" to be learned, third (and most important) as interaction among participants to electronic "environments" as members of virtual "communities of practice"
Tipping Points. Deep Roots and Contemporary Challenges in Psychology
Full text linkAs an object of study, tipping points raise several questions for psychology. Unless one wants to use this term as a generic metaphor to indicate sudden change, any attempt to better define this concept has to take into account some fundamental psychological features including acceptance, promotion or resistance to change, the relationship between quantitative and qualitative transformations, the dynamics between individual, social and societal levels, and the relationship between psychological and environmental changes. All these facets refer to classical approaches and theorisations developed in the early 1900s as well as to more recent systemic models, including societal and cultural psychology approaches and proposals for a socio-ecological psychology. In this chapter, we will identify points of contact with classics such as Insights and Dynamics of field forces, Cognitive dissonance, Grievance, Bounded rationality, Coping, and Socio-dynamical approaches to social representations. Moreover, looking at the recent literature, we will highlight advances in our understanding of tipping points provided by cognitive, socioecological and systemic models. Common to all these views is the attempt to describe and explain the processes that favour or hinder qualitative transformation, both in terms of its perception and its enactment. In this chapter, we will provide an overview of the different approaches mentioned, which should be read more as an agenda for future research rather than an exhaustive review of state of the art
Dire è fare intercultura: discorsi politici e pratiche di intervento in una Commissione di quartiere
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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
Learning processes and agency in the decarbonization context: A systematic review through a cultural psychology point of view
Full text linkIn the scientific literature on energy transition toward decarbonization, the learning process is often described as a preferred way to achieve change. However, despite a large number of theoretical and empirical endeavors, a systematic understanding of the process is still lacking due to the diversity of disciplines and approaches and to the multi‐layered nature of the phenomenon. The aim of this systematic review is to highlight the dimensions of learning processes from a cultural psychological point of view in order to understand and assess different planes of the relation between humans and technology. We thus explore the literature following the PRISMA protocol. Through a narrative synthesis, we critically assess the theoretical and methodological advancement, the presence of cultural determinants, the value ascribed to agency, and the depoliticization risk. We found that: theories and methodologies still lack systematicity and concordance in their application; learning processes are studied with little focus on the context and are mostly treated as facilitators; agency mostly lacks a psychosocial focus, despite the exploration of multi‐level problems; and the depoliticization of learning is a matter of fact. Nevertheless, positive examples are present, although they are few. Epistemological and political implications are discussed, and a psychosocial conception of agency is proposed, together with a reflective stance for researchers
Encounters between top-down and bottom-up representations of sustainable energy: Lessons from the Italian context
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