1,720,962 research outputs found
Interpretare le interazioni elettrostatiche. Dal processo di carica alla Rutherford backscattering spectrometry
No full textResearch based discussions on optics with teachers to integrate professional development with everyday school work
Full text linkWithin the Italian project on innovation in teaching/learning IDIFO4, research based labs
for in-service teacher professional development was carried out. In the rich environment of
20 kindergarten, primary and low secondary school teachers, the discussion of content
knowledge (CK) was integrated with activities on simple experiments proposed in
examples of coherent paths, according to Experiential Teacher Education Model (ETEM).
Activities were focused on the analysis and the discussion of tested educational paths both
on conceptual change, subject matter content and educational plans. Action oriented
contents and methods emerge as teaching/learning proposals based on research on
children learning processes, where they melt in coherent paths as an outcome of the
experienced modules of formative intervention. Optics lab offers an example of this kind of
integration between educational research and teacher professional development
Context- based physics: case-studies of teacher training and materials for Science education in road safety education
No full textThe role of context in learning (that is contextualized) and motivation (that arises in context) implies
a need of designing, promoting, revising the physics learning integrated into social issues. Road safety
education should be the ground to build conceptual knowledge as well as the context of meaning for the
safety rules. Good examples of activities related to context-based physics pointed out a need to study
how the conceptual knowledge of physics can be built in science & society contexts, thus grounding a
new way of looking at the setting of both physics and science & society. This innovation in the way to
look at contents to activate effective teaching-learning processes needs adequate teachers formation.
Many dimensions are involved in this process: teacher professional development, ways to teach physics
in different contexts, design-based research, proposals design. A research was planned to address
these levels, founded in the methodology of Inquired Based Learning and in the Model of Educational
Reconstruction as a framework for the re-structuration of the physics content in the proposals, the
issue of the motion in its levels of both description and aspects relevant to active and passive safety
in the mobility. Formative activities were offered to schools, involving in two years 40 kindergarten
and primary/middle school teachers of different subject areas, interested in road safety education. We
analyzed the process activated in teacher education and the teachers’ works during the formation and
in their experimentation in school. The main value emerges from the integration of the competences
of teachers in treating problems about traffic safety in different topics and the researcher competences
in scientific education. The main results concern good practices as suggestions for curricula innovation,
alternative proposal integrating learning of both scientific and safety aspects in new contexts and
promoting student motivation, improvement in teachers’ PCK.
La LIM per favorire l’apprendimento: proposte di attività per futuri insegnanti primari sui fenomeni elettrostatici e magnetici,
Full text linkLa lavagna Interattiva Multimediale (LIM) sta diffondendosi
nelle scuole e si hanno i primi risultati sul suo impiego in
classe, che troppo spesso riguardano il trasferimento in
ambiente LIM di attività proprie di altri strumenti multimediali.
Serve sviluppare contributi propri della LIM per favorire il
processo di apprendimento sia in merito ai metodi
dell’attività didattica sia in merito ai contenuti degli specifici
campi disciplinari. Il processo di modellizzazione e
costruzione del pensiero formale in fisica è uno di questi.
Vengono proposti due esempi di attività su elettrostatica ed
elettromagnetismo destinati alla scuola di base, che
impiegano semplici strumenti della LIM per stimolare alla
formalizzazione anche attraverso la discussione
collaborativa delle problematiche. Esse sono state proposte
per una prima validazione a futuri insegnanti di scuola
primaria
L'uso dei Clicker per il personale coinvolgimento degli studenti di scienze della formazione nellâ apprendimento della fisica
Full text linkLe TIC offrono strumenti per realizzare ambienti didattici in
cui si attiva il necessario coinvolgimento personale degli
studenti per realizzare efficaci percorsi di apprendimento.
Nel contesto dei corsi di Didattica della Fisica sono stati
realizzati moduli formativi su diverse tematiche di fisica
basati sull’integrazione di diversi strumenti multimediali e in
particolare utilizzando risponditori automatici personali
(Clicker). Se ne discutono le potenzialità generali nella
formazione in fisica di base presentando i casi di
elettrostatica, elettromagnetismo, fluidi
The IWB for the construction of formal thinking: proposals for prospective primary teachers concerning motion, electrical and magnetic phenomena
Full text linkThe Interactive Whiteboard is a multimedia tool that has a continuous increasing diffusion in schools, but, too
often, it is used to a simple transposition of activities designed for other multimedia tools. The development
of specific designed activities centered on the development of learning process as regards the methods of
teaching and the contents of the specific disciplines is needed. In teaching/learning physics, IWB can
become a tool for conceptual modeling. In this paper, examples of activities designed for primary school
pupils are discussed in relation with motion, electrostatic, magnetism phenomena evidencing the role of
simple tools of the IWB to stimulate the formalization and the collaborative discussion between pupils
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
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