1,720,957 research outputs found
EDUCACIÓN CIVICA E INCLUSIÓN EN LAS ESCUELAS ITALIANAS: PERSPECTIVAS PEDAGÓGICAS
No full textLa contribución propone una reflexión pedagógica sobre la importancia de que los alumnos de primer y segundo ciclo de enseñanza adquieran los valores de la democracia y la convivencia pacífica a través de la enseñanza de la Educación Cívica (EC). La Ley no 92 de 20 de agosto de 2019, que introduce la Educación Cívica en el primer y segundo ciclo de enseñanza, y las directrices relacionadas (Decreto Ministerial no 35 de 22.06.2020), reconocen el sistema escolar como el lugar donde es posible «formar en la convivencia cívica», un espacio educativo donde se pueden experimentar y apropiarse de los valores positivos de la paz, la justicia, para contribuir al bienestar de la comunidad. Con respecto a la formación, la Educación Cívica representa un camino posible para darles la oportunidad de vivir su existencia de acuerdo a un ejercicio en el que se involucren personalmente. Para la educación, una perspectiva de acción para el desarrollo armonioso de cada persona está representada por el Teatro Educativo como compendio entre la teoría y la práctica pedagógica. El teatro en la escuela es una acción educativa, una actuación de individuos, grupos y comunidades, un medio para desarrollar competencias transversales (life skills y soft skills), un espacio físico que permite a cada persona crecer como ciudadano del mundo
Per una reciprocità tra maschile e femminile: un’analisi fenomenologica
No full textThis article presents an experiment with 140 teachers and educators in initial training at the University of Bologna aimed at assessing the reliability of
Artificial Intelligence systems to support the selections of applications, also
AI, for teaching (Panciroli – Rivoltella, 2023). The research involves three
levels of analysis: 1) the mapping of available applications through the use
of three specialised search engines (Futurpedia, Ailocater and GpteAi); 2)
the interaction with Chatbots, to select within this mapping, the specific applications deemed most functional by chatbots himself (Manovich, 2020); 3)
the validation of the choices suggested by Chatbots through a testing activity
carried out by teachers and educators to assess their technical reliability to
support decision making in educational systems. The expected outcome is
a human-machine cooperation model for decision making and instructional
design
Giornate Pedagogiche: sintesi di un dialogo pedagogico
No full textObiettivo dell'articolo è proporre una sintesi del Convegno Nazionale dal titolo "Giornate Pedagogiche", svolto presso l'Università degli Studi di Palermo nei giorni 13 e 14 aprile 2023
Representing Masculine and Feminine: A Phenomenological Approach toward Adult Education
No full textThe growing emphasis in pedagogical knowledge on valuing difference and promoting inclusion has opened new perspectives for redefining the relationship between masculinity and femininity, favouring an approach grounded in mutual recognition and reciprocity. This paper presents phenomenological research conducted at the University of Palermo, which explores students' perceptions of masculinity and femininity. The study was based on a series of questions concerning gender roles and relational dynamics
Alumni in fabula: Rappresentazione e promozione di valori inclusivi mediante l’uso di arti performative nella formazione dei futuri docenti
Full text linkAcademic literature provides us with evidence supporting the demand to device teacher training programs able to aim awareness and reflection about inclusive education themes, moving beyond the only theorical and technical knowledge. The present paper proposes to show a pedagogical experience aimed at Primary Education students of Palermo University, which intends to promote a process of critical thinking on the representation and conceptualization of disability and inclusion, through a training methodology based on the use of performing arts for improving traditional Problem-based Learning approaches.La letteratura pedagogica concorda nel ritenere che una educazione autenticamente inclusiva non possa prescindere da una formazione dei docenti capace di spingersi oltre l’orizzonte puramente contenutistico dei saperi tecnico-disciplinari, per animare percorsi volti all’acquisizione di consapevolezza sui temi fondamentali legati alla costruzione di una scuola inclusiva. A tal proposito, il presente lavoro si propone di illustrare un’esperienza pedagogica di matrice laboratoriale rivolta agli studenti del corso di laurea in Scienze della formazione primaria dell’Università di Palermo la quale, mediante una metodologia formativa che utilizza le arti performative per migliorare gli approcci tradizionali di apprendimento basato sui problemi, ha inteso promuovere negli studenti un processo di riflessione circa la rappresentazione e la concettualizzazione di disabilità e inclusione
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
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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