1,721,000 research outputs found
Un’esperienza didattica half-flipped in un ambiente di apprendimento SCALE-UP
No full textIn this paper we describe a teaching experiment with a “blended” approach based on the integration of frontal lessons, flipped learning, Peer Discussion, Just in Time teaching and e-learning, also carried out using the social platform Edmodo and a Facebook group. The development of the students’ skills was monitored by means of three tests administered within the experiment; in parallel, we monitored the motivation level and the at-titude towards the discipline through an affect test and a satisfaction survey. Some students had two additional hours per week based on cooperative learning in a SCALE UP learning environment. The research methodology falls within the Educational Reconstruction framework, that allowed us to investigate didactical phenomena, de-signing and creating learning environment, artefacts, teaching and learning sequences in authentic educational contexts. The results of the affect test showed a better attitude towards the discipline; from the satisfaction sur-vey it emerged that most of the students liked the use of alternative methodologies. The results of our experimen-tation were analysed also from the point of view of disciplinary learning, comparing the students’ performances with the results of a test of a previous cohort of students who attended the same course
Elementi dalla prova di matematica per l'analisi delle competenze linguistiche.
No full textQuesto rapporto presenta i materiali e i primi risultati del lavoro di analisi compiuto su un campione di elaborati delle seconde prove di Matematica degli studenti dei Licei Scientifici, in correlazione con gli elaborati delle prime prove dell'esame di Stato conclusivo del secondo ciclo, raccolti nella sessione 2010.
Il rapporto contiene in particolare:
- la presentazione dei materiali utilizzati
- la descrizione delle procedure di ricorrezione
- una prima presentazione dei risultati per gli elaborati di matematica - alcuni commenti ai risultati.
Il rapporto è strutturato in quattro parti.
La parte prima, che presenta l’indagine e i risultati, espone i problemi affrontati e il quadro di riferimento in base al quale è stato disegnato l'apparato di rilevamento e sono stati predisposti i materiali.
La parte seconda presenta in dettaglio i materiali, in particolare le maschere di ricorrezione, e i primi risultati.
La parte terza contiene un’analisi dei risultati, con particolare riguardo alle diverse scelte operate dagli studenti.
La parte quarta raccoglie i materiali utilizzati.
Una appendice apposita raccoglierà le analisi statistiche.
I risultati che vengono presentati riguardano l'analisi condotta sugli elaborati di Matematica. Insieme ai risultati riguardanti gli elaborati di Italiano e alle elaborazioni statistiche circa le correlazioni, tali risultati forniscono il materiale per uno studio unitario, che è l'obiettivo principale del progetto, in cui le competenze linguistiche dei ragazzi vengono indagate anche attraverso la prova di Matematica. Questo fornirà anche informazioni riguardo a come queste competenze interagiscono con l'apprendimento della matematica, così come valutabile attraverso la prova dell'esame di Stato
Matematica e creatività linguistica: gli esercizi di stile applicati ai problemi aritmetici
No full textIl contributo esplora i rapporti tra creatività linguistica e insegnamento della matematica in contesto didattico quale strumento per aiutare gli studenti ad appropriarsi del testo del problema. In particolare, la manipolazione del testo di problemi attraverso la riscrittura in stile diverso, secondo il noto modello degli "Esercizi di stile" di Raymond Queneau, ha dato risultati di interesse in alcune sperimentazioni didattiche di cui si dà conto
Un’esperienza didattica half-flipped in un ambiente di apprendimento SCALE-UP
No full textIn this paper we describe a teaching experiment with a “blended” approach based on the integration of frontal lessons, flipped learning, Peer Discussion, Just in Time teaching and e-learning, also carried out using the social platform Edmodo and a Facebook group. The development of the students’ skills was monitored by means of three tests administered within the experiment; in parallel, we monitored the motivation level and the attitude towards the discipline through an affect test and a satisfaction survey. Some students had two additional hours per week based on cooperative learning in a SCALE UP learning environment. The research methodology falls within the Educational Reconstruction framework, that allowed us to investigate didactical phenomena, designing and creating learning environment, artefacts, teaching and learning sequences in authentic educational contexts. The results of the affect test showed a better attitude towards the discipline; from the satisfaction survey it emerged that most of the students liked the use of alternative methodologies. The results of our experimentation were analysed also from the point of view of disciplinary learning, comparing the students’ performances with the results of a test of a previous cohort of students who attended the same course.In questo articolo, viene riportata la sperimentazione di un approccio didattico di tipo “blended” integrando lezioni tradizionali, flipped learning, Peer Discussion, Just in Time Teaching e e-learning, con l’ausilio della piattaforma sociale Edmodo e un gruppo Facebook. Lo sviluppo di competenze degli studenti è stato monitorato attraverso tre prove intercorso; parallelamente, è stato monitorato il loro livello di motivazione allo studio della disciplina attraverso un test affect e un test di gradimento. Alcuni studenti hanno integrato lo studio con due ore settimanali aggiuntive di lezioni gestite utilizzando il coperative learning in un ambiente di apprendimento SCALE-UP. La metodologia di ricerca attuata rientra nel quadro della Educational Reconstruction, che ha permesso di studiare i fenomeni didattici progettando e realizzando ambienti di apprendimento, artefatti, sequenze di insegnamento/apprendimento che il ricercatore ha sperimentato in contesti educativi autentici. Dai risultati del test affect, sembra emergere una migliore predisposizione allo studio della disciplina; dal test di gradimento emerge, per la maggior parte degli studenti, l’apprezzamento dell’utilizzo di metodologie didattiche alternative. I risultati della sperimentazione sono stati analizzati anche dal punto di vista dell’apprendimento confrontando i risultati ottenuti dagli studenti con quelli degli studenti della coorte precedente che hanno frequentato lo stesso corso.
TRAINING SECONDARY SCHOOL TEACHERS TO DEAL WITH INTERDISCIPLINARITY BETWEEN PHYSICS AND MATHEMATICS: THE CASE OF THE BLACK BODY MODEL
Full text linkBoth the most recent EU trends and the current Italian reform advocate for new interdisciplinary
approaches that integrate the STEM disciplines. In this talk we report the results of a research concerning
the "interdisciplinary skills" necessary for secondary school teachers to implement didactical activities that
authentically integrate mathematics and physics. The empirical results that will support our argumentations
have been collected in three experimentations: a pilot study with 5 mathematics and physics studentteachers
and two experiences in in-service training courses (44 teachers). In this work we consider the case
of the blackbody model, since mathematics is particularly relevant, the logic underlying the process of
modeling is complex but, at the same time, the search for "oversimplification" usually leads authors of
textbooks to reproduce rituals that mortify any intellectually satisfaction (Viennot, 2006). We firstly carried
out an educational reconstruction (Duit et al., 2012) of the historical path that led Planck to “open the
secret door” of the new quantum world, starting from a mathematical conjecture. Then, we developed a
tutorial, where teams of teachers are asked to fill-in some missing steps in the reconstruction of Planck’s
modeling and to recognize where and how discreteness was introduced in physics to interpret the modeling
process of interaction between matter and radiation (as an exchange of discrete packets of energy). In this
paper we focus on teachers’ difficulties with the different uses of mathematics in modeling blackbody, in
particular in “zooming in and out” and keeping control on the whole process
Grasp the rectangle
No full textThis Database cointains all materials and data related to the study
- What does it mean to “grasp the rectangle”? The activation of argumentation processes in geometrical word problems -
Giorgio Bolondi Laura Branchetti Clelia Cascella and Chiara Gibert
Grasp the rectangle
No full textThis Database cointains all materials and data related to the study
- What does it mean to “grasp the rectangle”? The activation of argumentation processes in geometrical word problems -
Giorgio Bolondi Laura Branchetti Clelia Cascella and Chiara Gibert
A longitudinal analysis of the Italian national standardized mathematics test
No full textThis paper presents a longitudinal analysis of the outcomes of the Italian national standardized mathematics tests. By intertwining quantitative and qualitative methods, we selected and analysed a set of linked questions among the tests administered to the same cohort of students first in grade 6 and then in grade 8. In particular, we focus on poor knowledge students and we argue an example of the analysis of two linked questions about graphical representation of fractions. The comparison between the two questions allows us to interpret some difficulties of students and to expect possible future behaviours
COMPLEXITY SCIENCE AND CITIZENSHIP SKILLS: A PILOT STUDY WITH ADULT CITIZENS
No full textThe scientific citizenship issue has been debating, in the context of science education, for over two decades. The main goal of the studies in this research field is to find approaches that, focusing on scientific contents and methods, design innovative ways to turn scientific knowledge in citizenship skills. In the talk we present a preliminary study within a project just started. The study aims to investigate, in a concrete context, if, how and why the development of hard scientific skills grounded in the discipline of complex systems can result in the development of transversal citizenship skills that can impact on people's ways of facing problems and making decisions. The pilot study has been carried out with a group of 34 volunteer adult citizens and was articulated in three phases according to three types of goals: i) to investigate what scientific competences were held by the group of citizens; ii) to investigate if and how adult people could be guided, through activities designed ad hoc, to understand basic scientific concepts typical of complex systems science; iii) to investigate if citizens were able to turn the learnt scientific concepts into competences to analyse a problem of city planning. Along the three phases of the study, several data were collected and analysed. The data we gathered, with respect to the three phases above, suggest that: i) just few participants were comfortable in dealing with scientific and epistemological concepts, while a "good sense" approach was more common; ii) activities were useful to understand the concepts involved; iii) four different attitudes can be recognized, according to the various types of alignment between scientific competences and decision-making skills
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