1,720,972 research outputs found
L’Apprendimento Permanente delle Scienze Naturali, Matematiche e Fisiche. I anno. Valutazione delle attività
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Video analisi di attività didattiche di inquiry implementate da docenti di scuola secondaria superiore
No full textNel triennio 2013-2016, nell'ambito del progetto europeo "Chain Reaction", circa 30 docenti di fisica e scienze hanno partecipato ad un corso di formazione di 30 ore, finalizzato a fornire competenze riguardo la metodologia "inquiry". Alla fine del corso, i docenti hanno implementato nelle proprie classi, attività didattiche basate sull'inquiry, coinvolgendo, in totale, circa 900 studenti. Durante la presentazione verranno discussi i risultati della video analisi di tali attività, con particolare attenzione agli aspetti dell'inquiry maggiormente "adottati" ovvero "trasformati" dai docenti. Saranno, inoltre, discusse le implicazioni per l'introduzione dell'inquiry nella pratica scolastica italiana e per la formazione del personale docente
Towards a Learning Progression in Quantum Mechanics
No full textTeaching of Quantum Mechanics (QM) has been only recently introduced by curriculum reforms in the last year of secondary school. Hence, little is known about how students
progress in their knowledge about QM from secondary to university level. To know in more detail students’ learning pathways in making sense of basic concepts of QM may help construct a more effective teaching framework and develop reliable assessment tasks. This study builds on a learning progression approach to investigate students’ understanding of basic QM concepts from secondary school to university level. Initial learning progressions around three big ideas in QM were constructed taking into account research findings, school textbooks, and physics teachers’ views about QM. The big ideas were atom and electrons; measurement; wave function. To validate the progressions, we developed a multiple choice questionnaire, submitted to 330 students. Rasch analysis was used to analyse students’ responses. Findings led to a revision of the hypothesized learning progressions, which may be useful to design research- based QM teaching sequences from secondary to university level
La conoscenza pedagogica del contenuto dei docenti di scuola superiore sull'elettromagnetismo
No full textNell'a.s. 2016/2017, è stato attivato dal dipartimento di Fisica dell'Università "Federico II" (Napoli) nell'ambito del Piano Lauree Scientifiche, in collaborazione con la sezione Napoli 2 dell'Associazione per l'Insegnamento della Fisica (AIF), un corso di formazione di 50 ore per docenti di scuole superiori su contenuti riguardanti la seconda prova dell'esame di stato. Durante il corso, è stato elaborato un questionario per indagare la conoscenza pedagogica del contenuto (PCK) dei docenti circa l'insegnamento dei fenomeni elettromagnetici, tra cui, in particolare, quello dell'induzione. Durante la presentazione verranno discussi risultati delle indagini e criticità relativamente all'insegnamento dell'elettromagnetismo in ambito scolastico
Science Teachers’ Transformations When Implementing Inquiry-Based Teaching-Learning Sequences
No full textInvestigating Science Teachers’ transformation when implementing Inquiry Based Teaching Learning Sequences
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Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Get PDF“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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