1,720,975 research outputs found
La relazione sospesa. La voce degli insegnanti emiliano-romagnoli sull'esperienza della DAD nella scuola dell'infanzia
No full textNel sesto capitolo Chiara Dalledonne Vandini e Lucia Scipione, a partire dalla ricerca nazionale condotta dalla sird (Società italiana di ricerca didattica) sui vissuti e le percezioni dei docenti italiani rispetto all’esperienza di didattica a distanza, restituiscono l’analisi dei dati relativi agli insegnanti della scuola dell’infanzia con lo scopo di aprire possibili piste di riflessione capaci di leggere la complessità dell’esperienza vissuta degli insegnanti e di identificare quegli elementi che potranno sostenere la didattica e la progettualità futura
Didattica a distanza e strategie didattiche: vissuti e percezioni degli insegnanti emiliano-romagnoli
Full text linkPartendo dai dati della ricerca nazionale condotta dalla SIRD (Batini et al., 2020; Lucisano, 2020) in questo articolo presenteremo i risultati emersi dal campione regionale dell’Emilia-Romagna per quanto riguarda la parte qualitativa del questionario. In particolare, oltre a presentare le categorie e le sottocategorie con maggiore e minore frequenza, l’articolo cercherà di mettere in luce quegli aspetti che si riferiscono alle strategie didattiche adottate dagli insegnanti durante la didattica a distanza. L’interesse per questa tematica nasce dal fatto che le prime analisi dei dati (Ciani & Ricci, 2021; Lucisano, De Luca & Zanazzi, 2021) mettono in evidenza che gli insegnanti hanno adottato principalmente strategie didattiche di tipo trasmissivo (piuttosto che partecipativo) e che questo aspetto può aver influito, oltre che sulla partecipazione e il coinvolgimento degli studenti, anche sull’efficacia della didattica. Riteniamo che incrociando le diverse risposte degli insegnanti sia possibile arricchire quanto già emerso dalle precedenti ricerche per aggiungere ulteriori spunti di riflessione al complesso processo educativo che ha caratterizzato i mesi di didattica a distanza.Starting from the data of the national research conducted by SIRD (Batini et al., 2020; Lucisano, 2020) in this paper we will present the results that emerged from the regional sample of Emilia-Romagna regarding the qualitative part of the questionnaire. In particular, besides presenting the categories and subcategories with higher and lower frequency, the paper will try to highlight those aspects that refer to the teaching strategies adopted by teachers during distance learning. The interest in this issue stems from the fact that the first analyses of data (Ciani & Ricci, 2021; Lucisano, De Luca & Zanazzi, 2021) highlight that teachers have mainly adopted transmissive (rather than participatory) teaching strategies and that this aspect may have affected not only student participation and involvement but also the effectiveness of teaching. We believe that by cross-referencing the different re-sponses of the teachers, it is possible to enrich what has already emerged from the research and add educational reflections to the complex educational process that has characterized the months of distance learning
Commenti e riflessioni sulla DAD nel questionario SIRD: studio esplorativo dei dati dell'Emilia-Romagna = Comments and reflections on DAD in the SIRD questionnaire: an exploratory study of the Emilia Romagna data
No full textIl presente contributo si inserisce all’interno dell’indagine nazionale condotta dalla Società di ricerca e didattica (SIRD) In particolare verranno presentati e discussi i risultati dell’analisi qualitativa applicata ai dati raccolti sul campione dell’Emilia-Romagna per gli insegnanti della scuola dell’infanzia e della secondaria di secondo grado della regione. Considerando che l’esperienza della DAD ha avuto caratteristiche indiscutibilmente diverse, l’esplorazione della sezione commenti è stata avviata prendendo i due estremi del sistema scolastico. Il focus verterà sull’analisi della risposta all’ultima domanda aperta del questionario, “Commenti e riflessioni ulteriori”, per la quale è stato applicato il modello di analisi categoriale realizzato dal gruppo di ricerca nazionale (Batini et. al., 2020). L’interesse di ricerca è mosso dall’intento di individuare risorse e criticità della DAD in emergenza a partire dalle considerazioni spontanee dei docenti di due distinti e distanti ordini di scuola. Verrà dunque proposta un’ulteriore rassegna dei temi per cercare di esplorare, nei rispettivi due campioni, temi emergenti, esperienze positive e negative, prospettive per il futuro. Accanto alla più frequente affermazione su l'insostituibilità della didattica in presenza e sull’utilizzo della DAD solo come risposta unica possibile in emergenza, non può essere ignorata la riflessione dei docenti sull’arricchimento della professionalità docente e sulle criticità legate alla valutazione
Distance Learning At Emilia-Romagna’S Schools. A First In-Depth Quantitative And Qualitative Analysis From The Teachers’ Perspective
No full text
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
philosophy (and argumentation) for children: some reflection for primary school
Full text linkThe Philosophy for Children curriculum and other Philosophy with Children experiences all around the world have been active in promoting dialogical contexts in school with the aim of fostering higher-order thinking. Within a complex thinking model and a community of inquiry framework, Lipman (2003) upholds the idea that thinking does not consist merely in reasoning or logic itself, but is performed by different dimensions of thought – both intra- and inter-personal. The thinking space that might open in a philosophical discussion supports the exercise of reasoning in communities of inquiry, which, in turn, promotes cognitive, social and civic competence. Acknowledging the crucial role of the rational and social dimensions of thinking, current research on argumentation in childhood and in school settings is growing consistently. In this paper we will refer to “argumentation” as both a fundamental way of reasoning and a social practice, which finds its ideal context of development in the exercise of discussion (Muller-Mirza, Perret-Clermont, 2009). The aim of this paper is to highlight perspectives and criticisms on argumentation relevant to P4C and PWC in primary school. Arguing is more than just reasoning, justifying, negotiating, and explaining. Nevertheless, it can be all of these things, as is evident when children take part in dialogic interaction. Rational and social aspects of argumentative competence can be fostered in a philosophical context at primary school age. Philosophy appears to be a privileged tool in building a community of inquiry, in which children give and receive arguments as active participants in argumentative events. Between pre-school, when argumentation is manifested through communicative needs and argumentative reasoning, and high school, when argumentation is sought to develop argumentative discourse skills, there is primary school. It is at this stage that exercising one’s rational and social skills through philosophy and dialogic teaching becomes crucial to developing and nurturing a more complex experience of argumentation
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
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