1,721,840 research outputs found
Introduction
No full textConceptual change, how conceptual understanding is transformed, has been investigated extensively
since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort
with strands of research in cognitive and developmental psychology, education, educational
psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together
an extensive team of expert contributors from around the world, and offers a unique
examination of how distinct lines of inquiry can complement each other and have converged
over time.
Amin and Levrini adopt a new approach to assembling the diverse research on conceptual
change: the combination of short position pieces with extended synthesis chapters
within each section, as well as an overall synthesis chapter at the end of the volume, provide
a coherent and comprehensive perspective on conceptual change research.
Arranged over five parts, the book covers a number of topics including:
• the nature of concepts and conceptual change
• representation, language, and discourse in conceptual change
• modeling, explanation, and argumentation in conceptual change
• metacognition and epistemology in conceptual change
• identity and conceptual change.
Throughout this wide-ranging volume, the editors present researchers and practitioners
with a more internally consistent picture of conceptual change by exploring convergence
and complementarity across perspectives. By mapping features of an emerging paradigm,
they challenge newcomers and established scholars alike to embrace a more programmatic
orientation towards conceptual change
Clear Aligner Therapy Might Provide a Better Oral Health Environment for Orthodontic Treatment Among Patients at Increased Periodontal Risk
No full textArticle Title and Bibliographic Information: Periodontal health during orthodontic treatment with clear aligners and fixed appliances: A meta-analysis. Jiang Q, Li J, Mei L, Du J, Levrini L, Abbate GM, Li H. J Am Dent Assoc 2018;149(8):712-20.e12. Source of Funding: The work was supported by grants 81470712 and 81670960 from the National Natural Science Foundation of China, by grant BK20171123 from the Natural Science Foundation of Jiangsu Province, and by grant YKK17140 from the Medical Science and Technology Development Foundation, Nanjing Department of Health. Type of Study/Design: Systematic review with meta-analysis of data
L'esperimento più bello della fisica
No full textIl 28 novembre 2009 si è svolto un evento di presentazione del sito web (http://l-esperimento-piu-bello-della-fisica.bo.imm.cnr.it/) dedicato all'esperimento di interferenza del singolo elettrone scelto, nel 2002, da un sondaggio di "Physics World" come l’esperimento più bello.
L'evento è stato organizzato dal Dipartimento di Fisica dell'Università di Bologna, dall'Istituto CNR-IMM di Bologna e da Unibo Cultura, nell’ambito delle attività di Scienzagiovane (http://www.scienzagiovane.unibo.it/esperimento-piu-bello.html), che ne ha anche curato lo streaming.
Sono intervenuti: Silvio Bergia, Cristian Degli Esposti, Olivia Levrini, Giorgio Lulli, Gianni Zanarini
Ospiti: Gian Franco Missiroli, Dario Nobili, Giulio Pozzi
Letture sceniche: Luciano Manzalini
Modera: Lorenzo Monaco
Comitato organizzatore: Olivia Levrini, Giorgio Lulli, Barbara Pecori, Barbara Poli
L'evento ha visto la partecipazione di oltre 400 persone. Di queste quasi tutti erano studenti di scuole secondarie superiori provenienti dal diverse province della Regione
Intervista a Guido Levrini
Full text linkInterview with Guido Levrini, already ESA Programme Manager for the IRIDE Constellation
Intervista a Guido Levrini
Full text linkInterview with Guido Levrini, already ESA Programme Manager for the IRIDE Constellation
Uno scoop: intervista al Dr. Levrini e al Prof. L. Favero autori del volume "I maestri dell'ortodonzia funzionale"
No full textConverging Perspectives on Conceptual Change. Mapping an Emerging Paradigm in the Learning Sciences
No full textConceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive
and developmental psychology, education, educational psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together an extensive team of expert contributors from around the world, and offers a unique examination of how distinct lines of inquiry can complement each other and have converged over time.
Amin and Levrini adopt a new approach to assembling the diverse research on conceptual change: the combination of short position pieces with extended synthesis chapters within each section, as well as an overall synthesis chapter
at the end of the volume provide a coherent and comprehensive perspective on conceptual change research.
Arranged over five parts, the book covers a number of topics including:
• the nature of concepts and conceptual change
• representation, language, and discourse in conceptual change
• modeling, explanation, and argumentation in conceptual change
• metacognition and epistemology in conceptual change
• identity and conceptual change.
Throughout this wide-ranging volume, the editors present researchers and practitioners with a more internally consistent picture of conceptual change by exploring convergence and complementarity across perspectives. By
mapping features of an emerging paradigm, they challenge newcomers and established scholars alike to embrace a more programmatic orientation towards conceptual change
Why complexity is important for learning
No full textSymposium
Chair:
Olivia Levrini, University of Bologna
Participants:
Music, Math, and Time: Paradoxes and Affinities. Jeanne Bamberger, Massachusetts Institute of Technology
Managing Perceptual and Conceptual Complexity Through the Use of Computational Representations. Orit Parnafes, University of California-Berkeley
Embracing Complexity: A Necessary Path to Learning Modern Physics. Olivia Levrini, University of Bologna
Managing the Profile of Complexity in Learning Physics. Andrea A. diSessa, University of California-Berkeley
Discussant:
David Hammer, University of Maryland
Abstract.
A shared assumption in physics education is that learning physics is complex. But two extremes are easy to recognize as ways of looking at and facing the complexity of physics learning. On one hand, complexity is considered a huge demotivational factor that, consequently, must be reduced as much as possible. On the other hand, complexity is considered as a feature of thinking and is not to be removed but rather organized in order to make it manageable by cognitive, emotional, rational tools.
The four contributions of the symposium share the general assumption that complexity is important for learning. Each will provide interpretations of what is meant by complexity and what learning tools students should have for managing multi-faceted situations. Chair:
Olivia Levrini, University of Bologna
Participants:
Music, Math, and Time: Paradoxes and Affinities. Jeanne Bamberger, Massachusetts Institute of Technology
Managing Perceptual and Conceptual Complexity Through the Use of Computational Representations. Orit Parnafes, University of California-Berkeley
Embracing Complexity: A Necessary Path to Learning Modern Physics. Olivia Levrini, University of Bologna
Managing the Profile of Complexity in Learning Physics. Andrea A. diSessa, University of California-Berkeley
Discussant:
David Hammer, University of Marylan
Approcci a confronto per l'insegnamento della relatività
No full textIl contributo analizza diversi approcci all'insegnamento della relatività ristretta, noti e diffusi a livello internazionale, e individua criteri per la progettazione di proposte innovative efficaci e culturalmente significativ
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