Academic literature on the topic 'Corso di studio in scienze dell'architettura'
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Journal articles on the topic "Corso di studio in scienze dell'architettura"
Binetti, Paola. "La dimensione etica nella formazione infermieristica: un problema di stile di vita, di contenuti specifici e di integrazione culturale." Medicina e Morale 46, no. 5 (October 31, 1997): 939–62. http://dx.doi.org/10.4081/mem.1997.869.
Full textRoberti, Geraldina, and Antonella Nuzzaci. "Orientati al futuro: percorsi di orientamento al lavoro per una scelta consapevole del corso di studio." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (July 2021): 32–48. http://dx.doi.org/10.3280/erp2-2021oa12114.
Full textTorre, Emanuela M., and Paola Ricchiardi. "Utilizzo formativo di prove autentiche nel corso di laurea in Scienze della formazione primaria." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2021): 411–31. http://dx.doi.org/10.3280/ess2-2021oa12391.
Full textFari, Simone. "La storia della mobilità. Uno studio critico sulle origini, l'evoluzione della disciplina e le carenze della letteratura italiana." ITALIA CONTEMPORANEA, no. 295 (May 2021): 99–120. http://dx.doi.org/10.3280/ic2021-295005.
Full textGuidarini, Stefano. "Progetto e ricerca." TERRITORIO, no. 95 (May 2021): 7–16. http://dx.doi.org/10.3280/tr2020-095001.
Full textLa Rocca, Concetta. "Triangolo del feedback per una valutazione trasparente e condivisa in ambienti digitali. Descrizione di una esperienza." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2021): 235–49. http://dx.doi.org/10.3280/ess2-2021oa12445.
Full textDamiani, Paola, and Antonella Pugnaghi. "Il "PF": sperimentazione di uno strumento per sostenere le competenze riflessive e metacognitive di studenti e studentesse all'università, in ottica inclusiva." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (July 2023): 99–115. http://dx.doi.org/10.3280/erp2-2023oa15909.
Full textFelisatti, Ettore, Emilia Restiglian, Evelina Scaglia, Franca Zuccoli, Federica Gaetano, and Roberta Bonelli. "La progettazione del Questionario di Valutazione dei Laboratori (QVL) del Corso di laurea in Scienze della Formazione Primaria." EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no. 1 (June 2021): 25–55. http://dx.doi.org/10.3280/exioa1-2021oa12064.
Full textFranco, Alessia. "Il “Marx” di Simone Weil. Un’analisi della critica weiliana del marxismo." Logos. Anales del Seminario de Metafísica 56, no. 2 (December 14, 2023): 169–87. http://dx.doi.org/10.5209/asem.88857.
Full textDi Barbora, Eugenia, Lucia Bragatto, Lucia Locuoco, Daniela Paci, and Maura Tavano. "Primary Education Teacher Training: an exploratory study from the lockdown towards the post Covid period." Form@re - Open Journal per la formazione in rete 21, no. 3 (December 31, 2021): 150–64. http://dx.doi.org/10.36253/form-10247.
Full textDissertations / Theses on the topic "Corso di studio in scienze dell'architettura"
Vissani, Filippo. "Studio e analisi dell'architettura di applicazioni di realtà mista in HoloLens 2: un caso di studio." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/24299/.
Full textSertori, Matteo. "Implementazione di un bot telegram per fornire informazioni relative ad un corso di studio." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/12258/.
Full textMiani, Lorenzo. "La comprensione dei nodi concettuali della cinematica di base: uno studio con studenti del corso di laurea in scienze biologiche." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/18732/.
Full textMECENERO, MARIA CRISTINA. "Passaggi: maestre tra scuola e università.L’esperienza delle supervisore dei corsi di laurea in Scienze della formazione primaria: due studi di caso." Doctoral thesis, 2010. http://hdl.handle.net/11562/343929.
Full textPassages: teachers between school and university is the title of my work, that aims to be a contribution to the awareness and understanding of the experience of teachers that are called supervisors or tutors of teachers training in their new role assumed within Italian universities in training future teachers for the first school grades, begun in 1998 when a course was started leading to a degree in Science of primary formation. Passages are those that are taking place in the history of Italian teachers thanks to the fact of being involved in the transmission/innovation of the knowledge of the experience, in the institutionalised form at university level: custodian and active artificer of school culture, to be placed once more in the exchange and circuit of knowledge. I developed my research using a mixed method from hermeneutic, based on the continuous and dialogical interpretation of the data gathered at the start of the exchange with the research participants and the ethnographic approach: I therefore chose to use various inquiry techniques (participant observation, shadowing, interviews, document analysis) and to put together a series of different empirical materials (notebooks, tapes, photos, texts written by the participants, documentary material). The key questions for the research - what is happening here? how does the formative practice observed function? - they represent the kernel of my work and dealt with the experience of the supervising teacher present both in the university lecture hall as well as school classes. Right from the start an articulated basic question: if and across which modality the supervising teachers contribute to the relationship with other subjects - students, tutor teachers, university professors, head teachers etc. - in modifying scholastic culture and the university formation culture. The research process was broken down into two case studies; the contexts chosen were those of the groups supervised by the universities of Urbino and Bologna. The study of the two realities in question developed with different methods, mirroring the varying availability on the part of the subjects in their involvement in the research. I have also conducted some in depth interviews to supervisors and students in the cities of Milan, Bologna and Urbino, to gain access to individual accounts in relation to the experience of supervision, both from the teacher’s point of view and that of the trainees. Relating, being part of the group, practising coexistence, experience and mediation, are the five dimensions that define the personal modality for interaction between supervising teachers, students, the university and school within the Urbino context. They are played out within a complicated institutional dynamic and determine a formative acting out that partly takes its distance from power mechanisms and internal division, in part it confirms them. In Bologna, the supervising group suffers from a disavowal of the added value introduced into the university with the experience of the trainees and by the experimented professional identities, negated, not represented unequivocally, it shows how much the inter-institutionalised dimension that was created, did not undergo an elaboration, on the contrary was impeded by old logic, not being a simple thing to overcome, neither in the university culture nor the scholastic one. Teachers that are at the university and live in an intersectional organising zone, introduce a fresh horizon: this could be the chance to re-think in depth the formative practice prevalent at the university. The research gave us the hope of gathering and interpreting any eventual signs of change, respective of the school culture and that of the university and to evaluate in a definite way, the significance of the device put into action following the creation of the Science degree in primary formation. A not secondary interest of the study was to make available to those interested and to an ever wider public the memory of the path undertaken by both groups involved in the supervision.
Books on the topic "Corso di studio in scienze dell'architettura"
Giannini, Alessandra, and Michele Paleari. Laboratori in mostra: Politecnico di Milano, Scuola di architettura e società, Corso di studio in scienze dell'architettura. Santarcangelo di Romagna (RN) [i.e. Rimini, Italy]: Maggioli, 2011.
Find full textRoca, Giovanni Nicola, and Giacomo Tomasini. Workshop 2005: Corso di laurea in scienze dell'architettura. Padova: Il poligrafo, 2006.
Find full textBrusa, Elisabetta. 8 tesi per 150 anni. Venice: Edizioni Ca' Foscari, 2019. http://dx.doi.org/10.30687/978-88-6969-384-7.
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