Relevant bibliographies by topics / Scienza pedagogica

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Scienza pedagogica'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Scienza pedagogica"

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Bertolini, Piro. "Lo stato delle scienze dell’educazione in Italia." Swiss Journal of Educational Research 22, no. 1 (January 1, 2000): 93–110. http://dx.doi.org/10.24452/sjer.22.1.5083.

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Nell’articolo si affronta dapprima la questione della definizione delle scienze dell’educazione che in Italia si presenta con due accezioni: come indicativa delle varie scienze umane (psicologia, sociologia, psicoanalisi, ecc.) nel momento in cui si occupano esplicitamente del fenomeno educativo la prima e indicativa delle diverse specificazioni della pedagogia generale (storia della pedagogia; didattica; pedagogia speciale; pedagogia sperimentale; pedagogia degli adulti; ecc.) la seconda. Su questa base si discute l’evoluzione delle scienze dell’educazione a partire dalla seconda guerra mondiale, ponendo l’accento sui fattori che ne hanno condizionato le due anime: da un lato le esigenze di carattere sociale con riferimento a problematiche extra-scolastiche, dall’altro lato il diffondersi di un reale interesse per la formazione professionale degli insegnanti. Di particolare interesse è l’evoluzione della didattica che è alla ricerca di una autonomia delle varie specificazioni attraverso la costituzione di un proprio statuto epistemologico e di metodologie di ricerca proprie. Infine, per quanto riguarda le istituzioni e gli strumenti di appoggio alle scienze dell’educazione o pedagogiche, l’articolo tocca il ruolo delle riviste specializzate e di alcune Associazioni che riuniscono i rappresentanti delle varie discipline pedagogiche e ad alcuni centri di ricerca pubblici o privati.
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Suarmika, Putu Eka. "Teacher Pedagogic Competency and National Examination Result at Elementary School." SHS Web of Conferences 42 (2018): 00030. http://dx.doi.org/10.1051/shsconf/20184200030.

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This study aims to determine the relationship of teacher pedagogic competence to the national science exam results in elementary schools in the district Gerokgak. The population in this research is all the sixth grade teachers in gerokgak sub district and the sample in this research is 29 teachers. Instrument in this research using pedagogic competence questionnaire and the value of national examination result of academic year 2016/2017. The research method used is ex post facto while the data analysis using correlation analysis with the help of SPSS 16. Based on data analysis, it is found that the pedagogic competence relationship of teacher to the result of national science test shows the correlation of being with kofesien rho= 0.47. While the pedagogical competence of teachers contributes as much as 22.09% to the national science exam results, and 67,91% is influenced by other variables not implemented in this study. Pedagogical competence is primarily concerned with the level of understanding of learners, instructional design, and implementation of learning the diagnosis, evaluation of learning, the development of learners has provided significant support in the form of professional pedagogical teaching
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Perni, Ni Nyoman. "KOMPETENSI PEDAGOGIK SEBAGAI INDIKATOR GURU PROFESIONAL." Adi Widya: Jurnal Pendidikan Dasar 4, no. 2 (October 21, 2019): 175. http://dx.doi.org/10.25078/aw.v4i2.1122.

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<pre><span>Pedagogic is a science that discusses education, namely the science of children's education. So pedagogic tries to explain the intricacies of children's education, pedagogic is a theory of children's education. Pedagogic as a science is really needed by teachers, especially kindergarten teachers and elementary school teachers because they will be dealing with minors. The task of the teacher is not just teaching to convey, or transform knowledge to children in school, but the teacher carries the task of developing the personality of his students in an integrated manner. The teacher develops the child's mental attitude, develops the child's conscience or child's conscience, so that the child will be sensitive to human problems, human dignity, so does the teacher only develop the child's life skills in the community so that he is able to face all the problems of his life. it discusses the notion of teacher competency, pedagogic understanding, pedagogical competence. </span></pre>
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Mngomezulu, Halalisani, Sam Ramaila, and Thasmai Dhurumraj. "Pedagogical Strategies Used to Enact Formative Assessment in Science Classrooms: Physical Sciences Teachers' Perspectives." International Journal of Higher Education 11, no. 3 (February 14, 2022): 158. http://dx.doi.org/10.5430/ijhe.v11n3p158.

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The importance of the enactment of formative assessment as a pedagogical tool in science teaching and learning cannot be over-emphasized. Teachers encounter pedagogical challenges when enacting formative assessment in science classrooms. These pedagogical challenges underscore the need to explore teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. This study examined grade 10 Physical Sciences teachers' perspectives on pedagogical strategies they adopted to enact formative assessment in science classrooms in diverse schools in South Africa. The empirical investigation invoked the sociocultural theory as a conceptual lens to provide insightful elucidation into the nature of teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. A generic qualitative research approach was employed. Data were collected through semi-structured focus group interviews and classroom observations. The study involved 12 purposively selected grade 10 Physical Sciences teachers as participants. The findings revealed that grade 10 Physical Sciences teachers adopted various pedagogical strategies when enacting formative assessment in science classrooms. However, meaningful enactment of formative assessment in science classrooms was largely hampered by a myriad of contextual factors such as class size and general lack of essential resources. It is recommended that teacher professional development interventions coordinated by the Department of Basic Education ought to make provision for meaningful opportunities to enhance teacher professional capacity required for coherent enactment of formative assessment as an essential tenet in science education. Theoretical implications for pedagogic innovation are discussed.
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Ginting, Daniel, and Andini Linarsih. "TEACHER PROFESSIONAL DEVELOPMENT IN THE PERSPECTIVE OF TECHNOLOGY PEDAGOGICAL CONTENT KNOWLEDGE THEORETICAL FRAMEWORK." Jurnal Visi Ilmu Pendidikan 14, no. 1 (January 7, 2022): 1. http://dx.doi.org/10.26418/jvip.v14i1.49334.

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Teacher development is an ongoing process through which teachers keep growing with their capabilities. They must be adaptive to the demands of changing times and open to self-professional development. Today, teacher development is challenged to develop not only mastery of science and teaching abilities but also technology. In the perspective of Technology Pedagogical Content Knowledge (TPACK), the meeting of these three competence dimensions can be further divided into seven sub-competencies: technological knowledge, pedagogical knowledge, knowledge of course content, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. This paper ends with pedagogic implications for teacher professional development that demands high quality and perceived as valuable.
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Smirnova, E. "KURBATOVS' PEDAGOGICS THE PHENOMENON OF OVERCOMING THE 'PEDAGOGICAL APOCALYPSES'." National Association of Scientists 2, no. 72 (November 22, 2021): 36–39. http://dx.doi.org/10.31618/nas.2413-5291.2021.2.72.485.

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The term 'Pedagogical Apocalypses' has been increasingly used in scientific works due to the deepening realisation of the growing lag of the global educational system behind the requirements of the rapidly changing world. From our viewpoint, the main paradox of the information society is the lack of application of the long found solutions to the problems which the global community refers to as 'Total crisis'. The article is dedicated to the solution of the problem of overcoming the 'pedagogical Apocalypses' by means of Kurbatovs' Pedagogics.
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Malik, Adam, and Seni Susanti. "Learning Designing for Establishment Physics Content and Teacher Pedagogic Aspects Through Lesson Study-based In-House Training." Jurnal Penelitian & Pengembangan Pendidikan Fisika 7, no. 2 (December 30, 2021): 145–52. http://dx.doi.org/10.21009/1.07206.

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Mastering physics content is essential for physics teachers to carry out the learning process in the classroom. After mastering good physics content, teachers must also master the teaching competencies contained in pedagogical competencies. This study aims to demonstrate efforts to increase teachers' mastery of physics content and pedagogic competence. The pedagogic aspect refers to the teacher's ability to prepare practical instructions in a Cookbook Laboratory, Inquiry Laboratory, Problem-Solving Laboratory, and Higher Order Thinking Laboratory. The method used is in-house training based on lesson study. There are three stages of activities carried out, including Plan, Do, and See. Data were collected using observation sheets, interview guidelines, performance instruments, and tests. The study results show that the professional competence of teachers who are members of the Science Teacher Deliberation (MGMP) in one province in West Java has increased, especially concerning materials competencies practiced. In addition, the pedagogical competence of the teachers who are members of the Science MGMP has increased, especially concerning the mastery of organizing science practicums oriented to developing the 21st-century skills of students.
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Kruszelnicki, Wojciech. "Pedagogika jako nauka hermeneutyczna i krytyczna. Problematyka rozumienia i dialogu w świetle teorii działania komunikacyjnego." Polska Myśl Pedagogiczna 8 (November 14, 2022): 361–87. http://dx.doi.org/10.4467/24504564pmp.22.019.16072.

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Artykuł ma na celu przeciwstawienie się dwóm rozstrzygnięciom dokonanym w ramach hermeneutycznej koncepcji pedagogiki R. Kwaśnicy: redukcji teorii pedagogicznej do hermeneutycznego rozumienia oraz uznaniu hermeneutycznej rozmowy za najwłaściwszy model dialogu o różnicach ujawniających się w poglądach na wychowanie. Błędem domagającym się korekty jest wycofanie się „pedagogiki rozumiejącej” ze sporu o wychowanie, pozostanie na bardzo umiarkowanym poziomie hermeneutyki filozoficznej i w ten sposób pozbawienie się narzędzi do krytycznego indagowania aktualnej teorii i praktyki pedagogicznej. Przezwyciężenie tego błędu wymaga krytyki najważniejszych założeń, jakie pedagogika hermeneutyczna przejęła od Hansa-Georga Gadamera. Pedagogy as a Hermeneutic and Critical Science: The Problematics of Understanding and Dialogue in the Light of the Theory of Communicative Action The aim of this paper is to oppose two resolutions put forward within R. Kwaśnica’s hermeneutic conception of pedagogy: the reduction of pedagogical theory to hermeneutic understanding and the recognition of hermeneutic dialogue as the most accurate model of dialogue regarding the differences manifesting themselves in manifold beliefs on education. Pedagogy’s withdrawal from the educational debate is an error that needs correction and its very moderate level of philosophical hermeneutics deprives it of the instruments necessary to critically interrogate current educational theory and practice. To overcome this obstacle, one needs to critique the essential assumptions that hermeneutic pedagogy has taken up from Hans-Georg Gadamer.
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Ferraro, Francesco V. "Teaching Sports and Exercises Science: experiences and life skills of a lecturer." Form@re - Open Journal per la formazione in rete 23, no. 1 (February 4, 2023): 132–40. http://dx.doi.org/10.36253/form-13503.

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The following document reports the experiences and life skills developed under the current didactic situation in Sports and Exercise Science. In particular, the manuscript discusses the pedagogic theories that should be fostered to improve the return to campus. The real-life experiences are presented in light of the Social and Emotional Learning and the Learning by Doing theories. The following document aims to reflect on social constructivism and embodied theories to improve the new (post-covid) learning environment. The introduction focuses on the Quality Assurance Agency for Higher Education benchmark statement and progresses to the most recent Blended approaches. With reflections upon in-class assessments, spaces and pace. In conclusion, the cartesian dualism (body-mind) is discussed and ideas for future research in pedagogy are presented to improve teaching and learning experiences in the post-covid scenario. Insegnare Scienze Motorie: esperienze e abilità di un docente universitario. Il documento ha come scopo quello di riflettere sul costruttivismo sociale e sulle embodied theories per migliorare il nuovo ambiente di apprendimento (post-covid). Il seguente documento riporta le esperienze e le abilità sviluppate nell‘attuale situazione didattica, nello specifico riguardo le scienze motorie. In particolare, nel testo sono discusse le teorie pedagogiche che dovrebbero essere incoraggiate per migliorare il ritorno in aula. Le esperienze didattiche sono presentate alla luce delle teorie dell‘apprendimento sociale ed emotivo e del Learning by Doing. L‘introduzione si concentra sul Quality Assurance Agency for Higher Education benchmark e presenta i più recenti approcci didattici definiti Blended, con l’aggiunta di riflessioni su valutazioni, spazi e ritmo della classe. In conclusione, viene discusso il dualismo cartesiano (corpo-mente) e vengono presentate idee per future ricerche in pedagogia al fine di migliorare le esperienze di insegnamento e di apprendimento nello scenario post-covid.
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Asrial, Syahrial, Dwi Agus Kurniawan, Faizal Chan, Putut Nugroho, Reza Aditya Pratama, and Retno Septiasari. "IDENTIFICATION: THE EFFECT OF MATHEMATICAL COMPETENCE ON PEDAGOGIC COMPETENCY OF PROSPECTIVE TEACHER." Humanities & Social Sciences Reviews 7, no. 4 (July 22, 2019): 85–92. http://dx.doi.org/10.18510/hssr.2019.7413.

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Purpose of Study: The aim of this study was to determine the mathematics competencies and pedagogical competencies of prospective teachers and to determine the effect of mathematical competencies on pedagogical prospective teacher competencies in Elementary School Teacher Education. Methodology: Quantitative research on this type of survey uses a sample of 540 prospective teachers. Findings and Results: The results of this study were that prospective teachers mathematics competencies tended to be predominantly or less dominant with a percentage of men of 34.5% and 34.4% of women and pre-service pedagogic competencies in primary school education study programs classified as tend to be more or less dominant with the percentage of men 36.8% and women 33.3%, and there is an influence between mathematical competencies on pedagogic competence of prospective teachers in Primary School Teacher Education at Jambi University. Implication/Application : Research conducted by researchers is useful to provide input and motivation to prospective elementary school teachers regarding the improvement of the competence of an elementary school teacher candidate teacher to implement his pedagogic science in elementary school.
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Dissertations / Theses on the topic "Scienza pedagogica"

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BRAMBILLA, ROSSANA. "La differenza pedagogica. Consistenza e funzionamento del "campo" educativo." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2009. http://hdl.handle.net/10281/25187.

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Nonostante i suoi sforzi, il sapere pedagogico risulta ancora incapace di dire qualcosa di nuovo, rispetto agli altri saperi, circa l’educazione, la società e la cultura. Mentre la pedagogia si impegna soprattutto a produrre una sempre maggior quantità di finalità educative, la sua possibilità di dire qualcosa di nuovo circa l’educazione sembra invece legata a una inesplorata interpretazione di tre concetti importanti: quelli di scienza, epistemologia e critica. Assunti radicalmente, questi tre concetti potrebbero cambiare il rapporto tra la pedagogia e l’educazione, colmando anche la storica e riconosciuta spaccatura tra teoria pedagogica e prassi educativa. Nella seconda parte del lavoro, ho studiato e analizzato il pensiero pedagogico di Riccardo Massa, evidenziandone la capacità di rispondere proprio a quei criteri di scientificità e criticità. Massa propone di studiare l’educazione nei termini di uno specifico “campo” di esperienza . Seguendo per primo questa strada, il pedagogista arriva alla formulazione di una precisa teoria della consistenza e del funzionamento del campo educativo . L’educazione, secondo lui, funziona come un “dispositivo”, cioè come un meccanismo, fatto di specifici elementi e di specifici livelli di forza. Nel terzo passaggio del lavoro, al fine di mostrare la capacità trasformativa della teoria massiana – in termini di lettura e progettazione delle pratiche educative –, ho avanzato una proposta di strutturazione e gestione alternative per dei reparti ospedalieri di riabilitazione, e anche una nuova idea di progettazione e conduzione del lavoro educativo con le famiglie.
Though its toils, pedagogy is still unable to say something new about education, society and culture. It continues only to produce all sort of teleologies, that is a large quantity of finalities for education. On the contrary, possibility to say something new about education seems linked to a new interpretation of three important concepts: science, epistemology and criticism. They could really let pedagogy to start a new connection with its object (education). In the second part of the work, I try to think of Riccardo Massa’s speech again. I consider his pedagogy as a new theory, able to think education as a particular “field” of experience. Education, in the opinion of Riccardo Massa, is a “device”, that is a mechanism made by specific elements and specific force levels. In the third part of the research, first, I try to use “device” theory to show a new possible way to structure and to run a rehabilitation ward. Finally, I try to use the same theory to show a new possible way to plan educational work with children families.
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Dahlin, Carl-Johan. "Pedagogiska metoder och spel : En jämförelse mellan användandet av pedagogik i utbildningsspel och underhållningsspel." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4151.

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Denna rapport redovisar resultatet av en analys som syftar till att identifiera pedagogiska metoder i utbildningsspel respektive underhållningsspel. Undervisningspotentialen i kommersiella underhållningsspel diskuteras ofta och anses kunna vara ett mycket bra sätt att motivera genom underhållning samtidigt som det är utbildande. Dock har inte många jämförelser genomförts mellan de pedagogiska fördelarna, nackdelarna och skillnaderna mellan underhållningsspelen och de kommersiella spel som specifikt har i syfte att utbilda. Analysens syfte är att undersöka pedagogiska metoder i två underhållningsspel och två utbildningsspel för att ta reda på om underhållningsspelen (oavsett om det gäller kunskap om spelet eller separata kunskaper) använder sig av ett större antal pedagogiska metoder än utbildningsspelen. Genom att analysera användandet av pedagogiska metoder i spel bör fördelar och nackdelar kunna hittas för att kunna förbättra utvecklingen av framtida utbildningsspel. Detta med utgångspunkt i att användningen av flera pedagogiska metoder under utlärning (s.k. multimodalitet) är fördelaktigt för att maximera lärandepotentialen. De pedagogiska metoderna har sin utgångspunkt i fyra inriktningar inom pedagogisk psykologi (behaviorism, kognitivism, konstruktivism och socio-kulturellt lärande). Dessa ställs i förhållande till ett antal spelegenskaper (utmaningar/regler, användargränssnitt, interaktionsmodell, bakgrundsberättelse och estetik/grafisk utformning) hos spelen för att identifiera pedagogiska metoder och placera in dem i aktuella spelegenskaper. Resultatet presenteras i form av ett antal matriser över förhållandet mellan pedagogiska metoder och spelegenskaper. Resultatet visar att ett marginellt större antal pedagogiska metoder kan identifieras i underhållningsspelen men att detta inte är något generellt resultat som kan sägas vara slutgiltigt då en mängd felkällor finns och antalet analyserade spel är för lågt.

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BREDENBERG, OLSSON LARS, and HANNA FAST. "Pedagogik Education science KOMMUNIKATION : - ett ledarperspektiv." Thesis, Mittuniversitetet, Avdelningen för utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-25939.

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Cawood, Anthony Robin. "The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/13502.

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Includes bibliographical references (leaves 124-130).
Underlying the research is a concern regarding the implications of the nature of pedagogic text for the specialization of student consciousness. The thesis uses a theoretical approach that is grounded on Bernstein’s notions of classification, specialization and knowledge structures. The analysis of the pedagogic texts reveals two contrasting textual modalities: independent and dependent texts. Two differing pedagogic practices emerge: localized and generalized practices. The key differences between these modalities are the strength of the classification of teacher voice and text voice and everyday and scientific knowledge exhibited in pedagogic practice. It is suggested that strong classification of teacher voice and text voice facilitates an orientation to meaning that privileges the authority of written texts over spoken context embedded discourse.
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Acton, Donald, Kimberly Voll, Steven Wolfman, and Benjamin Yu. "Pedagogical Transformations in the UBC CS Science Education Initiative." ACM, 2009. http://hdl.handle.net/2429/8884.

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The UBC CS Science Education Initiative (CSSEI) has resulted in a number of research projects. New teaching methods and student assessment instruments are introduced to engage student learning and evaluations of their understanding. In this paper, we report four of these recent initiatives and their initial findings.
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Galignano, Marco <1974&gt. "La risonanza olistica. Arte, pedagogia e scienza della voce nelle culture dello spettacolo." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amsdottorato.unibo.it/3067/1/Galignano_Marco_tesi_La_Risonanza_Olistica.pdf.

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La ricerca impostata considera campi disciplinari specifici e distinti, verso la loro integrazione, mirando a produrre un avanzamento relativo alla scienza della voce attraverso la pratica e lo studio della sua applicazione in campo artistico. A partire dall’analisi delle teorie novecentesche relative alla fonazione nel mondo della scena (Antonin Artaud, Stanislavskij e altri) per giungere alle acquisizioni prodotte dalle terapie corporee e vocali (Tomatis, Lowen, Wilfart in particolare), Marco Galignano ha sviluppato un percorso originale che è passato inoltre attraverso lo studio della pratica di una serie di artisti contemporanei (tra cui Baliani, Belli, Bergonzoni, Jodorowski, Hera, Lucenti e Manfredini) e di pedagoghi e terapeuti (da Serge Wilfart al maestro Paolo Zedda). Galignano ha inoltre riferito, nel suo lavoro, gli esiti della sua personale esperienza di formatore, sviluppata a Bologna all’interno di diversi Dipartimenti dell’Università Alma Mater, del Conservatorio di Musica G.B. Martini, dell’Accademia di Belle Arti e del Teatro Duse in particolare. L’obiettivo della tesi è dunque quello di fondare le basi teoriche per una rinnovata pedagogia vocale, a partire dalla possibile riscoperta del suono naturale fino a giungere alle potenzialità terapeutiche ed artistiche del linguaggio. Gli obiettivi di questo lavoro contemplano l’istituzione di una nuova modalità pedagogica, la sua diffusione attraverso una presentazione opportunamente composta e la sua inscrizione in diverse occorrenze artistiche e professionali. Molte le personalità di spicco del panorama internazionale della scienza e dell’arte della voce che hanno contribuito, negli anni, alla presente ricerca: Francesca Della Monica, insegnante di canto e performer, Tiziana Fuschini, logopedista, Franco Fussi, foniatra, Silvia Magnani, foniatra ed esperta di teatro, Gianpaolo Mignardi, logopedista, Dimitri Pasquali, pedagogo, Livio Presutti, medico chirurgo otorinolaringoiatra, Simonetta Selva, medico dello sport, Serge Wilfart, terapeuta della voce, Paolo Zedda, professore di canto in diverse realtà e Maestro di dizione al Conservatorio Nazionale di Parigi, e molti altri, oltre agli artisti citati in fondo, con le loro ricerche hanno contribuito direttamente alla redazione dell’elaborato finale, che mira a fondare le basi di una rinnovata pedagogia vocale per il teatro in Italia. La ricerca vuole infatti colmare in parte la penuria di apporti scientifici specificamente rivolti alla formazione vocale dell’attore teatrale. II lavoro vorrebbe inoltre raccogliere l’eredita di quei teorici, maestri e registi-pedagoghi che nel Novecento hanno posto le basi per la formazione dell’attore, e al tempo stesso prolungare la linea genealogica che da Stanislavskji trascorre in Grotowski, senza escludere esperienze fondate su presupposti alternativi alla formazione del repertorio vocale del performer: psicofisicità, terapie olistiche, fisica quantistica. Come accennato, una parte della ricerca è stata condotta in collaborazione col Prof. Franco Fussi, correlatore, e grazie al lavoro di redazione nel gruppo della rivista Culture Teatrali, diretto da Marco De Marinis, relatore. II percorso ha inteso infatti sviluppare alcune delle linee di ricerca aperte da Fussi virandole verso lo specifico dell’attività e del training vocale dell’attore, e ha avuto una tappa di verifica rilevante nel Convegno Internazionale di Foniatria e Logopedia “La Voce Artistica” di cui Fussi è direttore, a cui Galignano ha partecipato in veste di relatore. 1. II concetto guida del lavoro di Galignano risiede nell’idea di vibrazione e nel rapporto che questa intrattiene col suono. Il suono, per l’essere umano, costituisce la base materiale della fonazione, del linguaggio codificato comunitariamente così come dei particolari idioletti in continua evoluzione, basi della comunicazione verbale e paraverbale. Il linguaggio umano è costituito principalmente da sonorità vocale e da articolazione consonantica (rumori), e cioè composto di suoni armonici e di rumori prodotti da apparati articolari del corpo che risultano efficaci solo se integrati nel corpo da cui originano. A partire da un tentativo di definizione di salute corporea e di equilibrio psicofisico, attraverso l’analisi della rigenerazione cellulare e delle dinamiche comportamentali, Galignano definisce scientificamente la lingua parlata come emersione di codici comunicativi che originano da una schematizzazione del mondo intimo-personale del soggetto e si fondano su memorie molecolari, sull’attitudine comportamentale abituale, tra spontaneità, automatismi e capacità episodica di attenzione psicofisica. Ciò costituisce, per Galignano, la “risonanza olistica” alla base dell’efficacia comunicativa in sede pedagogica. L’argomento, che verrà sviluppato per la presentazione editoriale dell’elaborato e di cui la tesi di dottorato è solo una prima tappa in fieri, è stato sviscerato anche sulla base di nozioni di fisica classica e di fisica quantistica. Ciò senza dimenticare gli studi approfonditi sulla vocalità in ambito filosofico, da Bologna a Cavarero, da Napolitano a Zumthor. La tesi è composta attraverso una progressione che, a partire da una dichiarazione di poetica, trascorre poi verso l’analisi della fisiologia e della psicologia della voce, per approdare a una zona di approfondimento scientifico, teorico ed empirico, di una serie di metodi d’avanguardia di abilitazione e riabilitazione. In ultimo, come appendice, vengono riferiti i risultati del percorso laboratoriale condotto nel corso degli anni del dottorato di ricerca. Le esperienze sul campo maturate nell’ambito dell’attività pedagogica e laboratoriale si sono inoltre sviluppate a partire da un Progetto Strategico d’Ateneo dell’Università di Bologna intitolato “La Voce nel Corpo. La Recitazione e il Movimento Coreografico”, di cui Marco Galignano è responsabile scientifico. Un tempo specifico della tesi di dottorato è dunque composto a partire dai risultati maturati attraverso le varie azioni, laboratoriali e artistiche, che fin qui il progetto “La Voce nel Corpo” ha prodotto. In definitiva, attraverso il tessuto composto da esperienze pedagogiche, pratica artistica e ricerca scientifica, la tesi di dottorato di Galignano, work in progress, mira a comporre un sistema integrato, teorico-pratico, per l’insegnamento e la trasmissione di una specifica tecnica vocale calata nella pratica attoriale, ma utile a fini ulteriori, da quello riabilitativo fino alle tecniche di cura del sé su cui s’e appuntata la riflessione filosofica erede della teoresi artaudiana. La parte conclusiva della ricerca riguarda i suoi possibili futuri sviluppi, specifici, impostati attraverso la collaborazione, attuale, passata o in divenire, con artisti quali Marco Baliani, Matteo Belli, Alessandro Bergonzoni, Albert Hera, Michela Lucenti, Danio Manfredini e altri a cui Marco Galignano è particolarmente riconoscente.
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Galignano, Marco <1974&gt. "La risonanza olistica. Arte, pedagogia e scienza della voce nelle culture dello spettacolo." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amsdottorato.unibo.it/3067/.

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La ricerca impostata considera campi disciplinari specifici e distinti, verso la loro integrazione, mirando a produrre un avanzamento relativo alla scienza della voce attraverso la pratica e lo studio della sua applicazione in campo artistico. A partire dall’analisi delle teorie novecentesche relative alla fonazione nel mondo della scena (Antonin Artaud, Stanislavskij e altri) per giungere alle acquisizioni prodotte dalle terapie corporee e vocali (Tomatis, Lowen, Wilfart in particolare), Marco Galignano ha sviluppato un percorso originale che è passato inoltre attraverso lo studio della pratica di una serie di artisti contemporanei (tra cui Baliani, Belli, Bergonzoni, Jodorowski, Hera, Lucenti e Manfredini) e di pedagoghi e terapeuti (da Serge Wilfart al maestro Paolo Zedda). Galignano ha inoltre riferito, nel suo lavoro, gli esiti della sua personale esperienza di formatore, sviluppata a Bologna all’interno di diversi Dipartimenti dell’Università Alma Mater, del Conservatorio di Musica G.B. Martini, dell’Accademia di Belle Arti e del Teatro Duse in particolare. L’obiettivo della tesi è dunque quello di fondare le basi teoriche per una rinnovata pedagogia vocale, a partire dalla possibile riscoperta del suono naturale fino a giungere alle potenzialità terapeutiche ed artistiche del linguaggio. Gli obiettivi di questo lavoro contemplano l’istituzione di una nuova modalità pedagogica, la sua diffusione attraverso una presentazione opportunamente composta e la sua inscrizione in diverse occorrenze artistiche e professionali. Molte le personalità di spicco del panorama internazionale della scienza e dell’arte della voce che hanno contribuito, negli anni, alla presente ricerca: Francesca Della Monica, insegnante di canto e performer, Tiziana Fuschini, logopedista, Franco Fussi, foniatra, Silvia Magnani, foniatra ed esperta di teatro, Gianpaolo Mignardi, logopedista, Dimitri Pasquali, pedagogo, Livio Presutti, medico chirurgo otorinolaringoiatra, Simonetta Selva, medico dello sport, Serge Wilfart, terapeuta della voce, Paolo Zedda, professore di canto in diverse realtà e Maestro di dizione al Conservatorio Nazionale di Parigi, e molti altri, oltre agli artisti citati in fondo, con le loro ricerche hanno contribuito direttamente alla redazione dell’elaborato finale, che mira a fondare le basi di una rinnovata pedagogia vocale per il teatro in Italia. La ricerca vuole infatti colmare in parte la penuria di apporti scientifici specificamente rivolti alla formazione vocale dell’attore teatrale. II lavoro vorrebbe inoltre raccogliere l’eredita di quei teorici, maestri e registi-pedagoghi che nel Novecento hanno posto le basi per la formazione dell’attore, e al tempo stesso prolungare la linea genealogica che da Stanislavskji trascorre in Grotowski, senza escludere esperienze fondate su presupposti alternativi alla formazione del repertorio vocale del performer: psicofisicità, terapie olistiche, fisica quantistica. Come accennato, una parte della ricerca è stata condotta in collaborazione col Prof. Franco Fussi, correlatore, e grazie al lavoro di redazione nel gruppo della rivista Culture Teatrali, diretto da Marco De Marinis, relatore. II percorso ha inteso infatti sviluppare alcune delle linee di ricerca aperte da Fussi virandole verso lo specifico dell’attività e del training vocale dell’attore, e ha avuto una tappa di verifica rilevante nel Convegno Internazionale di Foniatria e Logopedia “La Voce Artistica” di cui Fussi è direttore, a cui Galignano ha partecipato in veste di relatore. 1. II concetto guida del lavoro di Galignano risiede nell’idea di vibrazione e nel rapporto che questa intrattiene col suono. Il suono, per l’essere umano, costituisce la base materiale della fonazione, del linguaggio codificato comunitariamente così come dei particolari idioletti in continua evoluzione, basi della comunicazione verbale e paraverbale. Il linguaggio umano è costituito principalmente da sonorità vocale e da articolazione consonantica (rumori), e cioè composto di suoni armonici e di rumori prodotti da apparati articolari del corpo che risultano efficaci solo se integrati nel corpo da cui originano. A partire da un tentativo di definizione di salute corporea e di equilibrio psicofisico, attraverso l’analisi della rigenerazione cellulare e delle dinamiche comportamentali, Galignano definisce scientificamente la lingua parlata come emersione di codici comunicativi che originano da una schematizzazione del mondo intimo-personale del soggetto e si fondano su memorie molecolari, sull’attitudine comportamentale abituale, tra spontaneità, automatismi e capacità episodica di attenzione psicofisica. Ciò costituisce, per Galignano, la “risonanza olistica” alla base dell’efficacia comunicativa in sede pedagogica. L’argomento, che verrà sviluppato per la presentazione editoriale dell’elaborato e di cui la tesi di dottorato è solo una prima tappa in fieri, è stato sviscerato anche sulla base di nozioni di fisica classica e di fisica quantistica. Ciò senza dimenticare gli studi approfonditi sulla vocalità in ambito filosofico, da Bologna a Cavarero, da Napolitano a Zumthor. La tesi è composta attraverso una progressione che, a partire da una dichiarazione di poetica, trascorre poi verso l’analisi della fisiologia e della psicologia della voce, per approdare a una zona di approfondimento scientifico, teorico ed empirico, di una serie di metodi d’avanguardia di abilitazione e riabilitazione. In ultimo, come appendice, vengono riferiti i risultati del percorso laboratoriale condotto nel corso degli anni del dottorato di ricerca. Le esperienze sul campo maturate nell’ambito dell’attività pedagogica e laboratoriale si sono inoltre sviluppate a partire da un Progetto Strategico d’Ateneo dell’Università di Bologna intitolato “La Voce nel Corpo. La Recitazione e il Movimento Coreografico”, di cui Marco Galignano è responsabile scientifico. Un tempo specifico della tesi di dottorato è dunque composto a partire dai risultati maturati attraverso le varie azioni, laboratoriali e artistiche, che fin qui il progetto “La Voce nel Corpo” ha prodotto. In definitiva, attraverso il tessuto composto da esperienze pedagogiche, pratica artistica e ricerca scientifica, la tesi di dottorato di Galignano, work in progress, mira a comporre un sistema integrato, teorico-pratico, per l’insegnamento e la trasmissione di una specifica tecnica vocale calata nella pratica attoriale, ma utile a fini ulteriori, da quello riabilitativo fino alle tecniche di cura del sé su cui s’e appuntata la riflessione filosofica erede della teoresi artaudiana. La parte conclusiva della ricerca riguarda i suoi possibili futuri sviluppi, specifici, impostati attraverso la collaborazione, attuale, passata o in divenire, con artisti quali Marco Baliani, Matteo Belli, Alessandro Bergonzoni, Albert Hera, Michela Lucenti, Danio Manfredini e altri a cui Marco Galignano è particolarmente riconoscente.
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GHILARDI, Caterina. "Scienze Motorie e disabilità: un’indagine empirica e un paradigma pedagogico che integra." Doctoral thesis, Università degli studi di Bergamo, 2016. http://hdl.handle.net/10446/61972.

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Nyirenda, Euginia Mukhala. "Zambian Secondary School Pre-service science Teachers' Pedagogical Orientations and Beliefs about science Teaching." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1711.

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The purpose of this explanatory sequential mixed methods study was fourfold: examine the pre-service science teachers' pedagogical orientations about science teaching; examine the pre-service science teachers' beliefs about science teaching; establish the extent to which the pre-service science teachers' pedagogical orientations correlate with their beliefs; and establish factors that shape the pedagogical orientations and beliefs of pre-service science teachers. A sample comprised 140 secondary school pre-service science teachers at three universities in Zambia. There were 102 males and 38 females. In the first phase, data were collected using the Pedagogy of Science Teaching Test (POSTT) that was adapted to suit the Zambian curriculum, and the Teacher Beliefs Interview (TBI) protocol. Whereas, in the second phase, a semi-structured interview was used to collect data. Twelve pre-service science teachers were interviewed to solicit in-depth information on the findings from the POSTT and TBI protocol.
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Ferzli, Miriam. "The Laboratory Report: A Pedagogical Tool in College Science Courses." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-04012003-200806/.

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When viewed as a product rather than a process that aids in student learning, the lab report may become rote, busywork for both students and instructors. Students fail to see the purpose of the lab report, and instructors see them as a heavy grading load. If lab reports are taught as part of a process rather than a product that aims to "get the right answer," they may serve as pedagogical tools in college science courses. In response to these issues, an in-depth, web-based tutorial named LabWrite (www.ncsu.edu/labwrite) was developed to help students and instructors (www.ncsu.edu/labwrite/instructors) understand the purpose of the lab report as grounded in the written discourse and processes of science. The objective of this post-test only quasi-experimental study was to examine the role that in-depth instruction such as LabWrite plays in helping students to develop skills characteristic of scientifically literate individuals. Student lab reports from an introductory-level biology course at NC State University were scored for overall understanding of scientific concepts and scientific ways of thinking. The study also looked at students? attitudes toward science and lab report writing, as well as students? perceptions of lab reports in general. Significant statistical findings from this study show that students using LabWrite were able to write lab reports that showed a greater understanding of scientific investigations (p<.003) and scientific ways of thinking (p<.0001) than students receiving traditional lab report writing instruction. LabWrite also helped students develop positive attitudes toward lab reports as compared to non-LabWrite users (p<.01). Students using LabWrite seemed to perceive the lab report as a valuable tool for determining learning objectives, understanding science concepts, revisiting the lab experience, and documenting their learning.
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Books on the topic "Scienza pedagogica"

1

Fabbri, Loretta. Ricerca pedagogica e pratiche educative: Per una pedagogia come scienza pratica. Napoli: Tecnodid, 1994.

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Antinori, Fabrizia. La lezione pedagogica della scienza: Da una pedagogia per la conservazione a una pedagogia per l'evoluzione. Milano: Angeli, 1988.

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Le donne ai margini della scienza: Una lettura pedagogica. Milano: UNICOPLI, 2009.

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Bertolini, Piero. L' esistere pedagogico: Ragioni e limiti di una pedagogia come scienza fenomenologicamente fondata. Scandicci, Firenze: Nuova Italia, 1988.

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Prolegomeni alla pedagogia come scienza. Roma: Aracne, 2004.

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Blezza, Franco. Didattica scientifica: Studio pedagogico sull'insegnamento delle scienze. Udine: Del Bianco, 1994.

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Gee, Carrie J. Preservice elementary teachers: Their science content knowledge, pedagogical knowledge, and pedagogical content knowledge. Washington, D.C: Educational Resources Information Center, 1996.

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Chistolini, Sandra. Scienza e formazione: Manuale del laboratorio universitario di pedagogia. Milano, Italy: FrancoAngeli, 2006.

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Torre, Andrea. Saggi filosofici e pedagogici. Casalvelino Scalo: Galzerano, 1999.

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Blezza, Franco. Scienza e pedagogia: Scritti sull'educazione e la scuola, 1988-1993. Monza, MI: Arcobaleno, 1993.

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Book chapters on the topic "Scienza pedagogica"

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Mulholland, Judith. "Pedagogical Knowledge." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_204-2.

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Mulholland, Judith. "Pedagogical Knowledge." In Encyclopedia of Science Education, 738. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_204.

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Rollnick, Marissa, and Elizabeth Mavhunga. "Pedagogical Content Knowledge." In Science Education, 507–22. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_37.

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McComas, William F. "Pedagogical Practices in Science Teaching." In The Language of Science Education, 72. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_62.

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Brezinka, Wolfgang. "Introduction: Pedagogics, Science and Metatheory." In Philosophy and Education, 1–35. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2586-4_1.

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Garritz, Andoni. "Pedagogical Content Knowledge." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_203-2.

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Garritz, Andoni. "Pedagogical Content Knowledge." In Encyclopedia of Science Education, 733–36. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_203.

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Gell, Peter, and Robyn Brandenburg. "Environmental Science and Experiential Learning." In Pedagogies for the Future, 49–59. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-278-5_6.

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Loughran, John, Amanda Berry, and Pamela Mulhall. "Science Teaching and Science Teacher Education." In Understanding and Developing Science Teachers’ Pedagogical Content Knowledge, 223–29. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-821-6_11.

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Carter, Lyn, and Ranjith Dediwalage. "Sustainable Living by the Bay: Improving Student Engagement in the Science Classroom for the Twenty-first Century." In Global Pedagogies, 157–67. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3617-9_10.

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Conference papers on the topic "Scienza pedagogica"

1

Ramaila, Sam. "THE USE OF IMPROVISED RESOURCES IN SCIENCE CLASSROOMS IN SOUTH AFRICAN TOWNSHIP SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end083.

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"A considerable number of schools in South Africa are under-resourced and this dilemma poses formidable instructional challenges which stifle teachers’ ability to foster meaningful teaching and learning in science classrooms. There is a critical need to circumvent general lack of resources in township schools by harnessing pedagogical affordances of improvised resources. In response to this key strategic imperative, the study examined the use of improvised resources in science classrooms in South African township schools. The study adopted a generic qualitative design and involved purposively selected science teachers from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that the use of improvised resources is central to coherent development of scientific literacy and sustainable inculcation of requisite scientific skills in science classrooms. Theoretical implications for pedagogic innovation are discussed."
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Arpentieva, M. R., H. Retnawati, T. A. Akhmetova, M. N. A. Azman, and G. K. Kassymova. "Constructivist approach in pedagogical science." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, Satbayev University, 2021. http://dx.doi.org/10.31643/2021.02.

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The article examines the problems of constructivist understanding of education, the innovations, opportunities and limitations that the constructivist model of the pedagogical process offers. The aim of the work was to analyze the constructivist model of education and those innovations and prospects for understanding the modern educational process that the constructivist approach brings. Constructivism changes the view of teachers and other scientists and practitioners in their view of what is happening in the relations of people in education. Due to its controversial nature, the development of the ideas of constructivism in the context of the development of educational ideologies and technologies leads to the reconceptualization of the traditional model of education, and the constructionist model of education itself can and should become the object of systematic methodological, theoretical, empirical and applied research. Any of the educational approaches available now can be disclosed as an example of a constructivist model of education, the leading features of which are the dialogic nature of education, the focus on understanding the inner and outer world in dialogue with significant other people, the consideration of such a dialogue as a process of building a person's own life world and himself, as a creative "rediscovery" of the basic truths of human existence, as the adoption of socially and personally significant decisions in a situation of educational, professional, life choice.
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Ramaila, Sam. "PROMOTING SELF-REGULATED LEARNING IN NATURAL SCIENCES TEACHING THROUGH TECHNOLOGY INTEGRATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end081.

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"The advent of the Fourth Industrial Revolution presents enormous opportunities for teachers to embrace digital transformation. The adoption of innovative pedagogical strategies is central to coherent development of scientific literacy in science classrooms. Coherent development of scientific literacy in science classrooms requires teachers as key agents of educational change to embrace pedagogic innovation. This study examined the role of technology integration as a sustainable means to promote self-regulated learning in Natural Sciences teaching in South African township schools. The study adopted a mixed-method approach as part of exploratory descriptive survey design and involved purposively selected teachers from South African township schools as participants. Quantitative data was collected through the administration of a survey questionnaire with the participants while qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that technology integration plays a pivotal role in the promotion of self-regulated learning in Natural Sciences teaching. Theoretical implications for technology-enhanced learning are discussed."
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Yadav, Aman, Marc Berges, Phil Sands, and Jon Good. "Measuring computer science pedagogical content knowledge." In WiPSCE '16: 11th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2978249.2978264.

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Sondlo, Aviwe, and Umesh Ramnarain. "THE FACTORS INFLUENCING THE PEDAGOGICAL ORIENTATIONS OF THE FINAL YEAR PHYSICAL SCIENCES PRE-SERVICE TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end106.

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Almost all pre-service teachers enter the profession of education with a strong belief that their efforts will make a positive contribution to society and the lives of individual learners. The statement above can be achieved or not achieved depending on different factors influencing pre-service teachers’ pedagogies. The purpose of this study was to establish and explain factors influencing Physical Sciences pre-service teachers’ pedagogical orientations. ‘Orientation’ refers to teachers’ knowledge and beliefs about teaching sciences. There are various classifications of pedagogical orientations and they can be classified into Direct Didactic, Direct Active, Guided Inquiry and Open Inquiry. A qualitative approach was adopted to establish factors influencing the Physical Sciences pre-service teachers’ pedagogical orientations. The data was collected through an existing instrument called the Pedagogy of Science Teaching Test (POSTT) and interviews. A POSTT was administered to final year undergraduate secondary school Physical Sciences pre-service teachers and is comprised of five items portraying an actual teaching scenario for a particular Physical Sciences topic. When responding to the POSTT, pre-service teachers were requested to select the most appropriate and the most inappropriate pedagogical orientation from the four options given and justify their selected option. Eight Physical Sciences pre-service teachers were purposefully selected for interviews. The interviews were part of the study to give pre-service teachers a chance to elaborate on their POSTT responses. The findings of this study revealed that the Physical Sciences preservice teachers’ pedagogical orientations were influenced by the following factors: time constraints, availability of resources, and curriculum goals to mention a few.
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Azimzade, Y. M. "PEDAGOGICAL COMPETENCE AND PEDAGOGICAL ACTIVITY." In I International youth conference "Perspectives of science and education". Prague: Premier Publishing s.r.o., 2018. http://dx.doi.org/10.29013/i-conf-usa-1-58-65.

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Litvishkov, V. M., and A. V. Vilkova. "Pedagogical communication." In TRENDS OF DEVELOPMENT OF SCIENCE AND EDUCATION. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-08-2018-03.

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Slišāne, Agnese. "Conceptualization of Pedagogical Entrepreneurship." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.53.

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The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogi­cal entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.
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Evain, Christine, Simon Carolan, and Morgan Magnin. "Preparing for Generation Z: The Hippocampus Experiment at Ecole Centrale de Nantes." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82034.

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Although social researchers who have written about Generation Z have found it difficult to classify the generation precisely, “Gen Z” is generally defined as the younger children of Generation X — in other words, Gen Z starts with today’s teenagers. For the last fifteen years, technoculture theorists have been exploring the consequences of the wide availability of internet connectivity to the first generation of people born to it, who are referred to as “Digital Natives”. Their purpose is to address issues such as shifts in the concept of identity, privacy, content creation, activism, and piracy. Our objective will be to apply the findings of generational experts to highlight possible avenues for pedagogical innovation in our University of science and engineering. We cover a range of questions: What are the online behavioral differences between generation X, Y and Z? What is our experience at ECN in terms of blended teacher and student driven pedagogies? What is the role of Information and Communication Technologies (ICT) in education? What are the expectations and contributions of the “Digital Natives” likely to be? Our purpose will be to define the type pedagogical approach which has the potential to appeal to Gen Z and help them face the challenges of their generation. This paper will be based on the research and testimonies of a wide range of experts: it will include the work of technoculture theorists such as John Palfrey, Urs Gasser and Cathy Davidson as well as our own practical experience at ECN, mainly the Hippocampus project. Our purpose will be to determine how we — researchers and pedagogues — can draw on our present pedagogical experiences to prepare for generation Z1.
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Li, Minjie. "Research on the pedagogies of computer science." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593637.

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Reports on the topic "Scienza pedagogica"

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Холошин, Ігор Віталійович, Ірина Миколаївна Варфоломєєва, Олена Вікторівна Ганчук, Ольга Володимирівна Бондаренко, and Андрій Валерійович Пікільняк. Pedagogical techniques of Earth remote sensing data application into modern school practice. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3257.

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Abstract. The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Kholoshyn, Ihor V., Iryna M. Varfolomyeyeva, Olena V. Hanchuk, Olga V. Bondarenko, and Andrey V. Pikilnyak. Pedagogical techniques of Earth remote sensing data application into modern school practice. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3262.

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The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Gaponenko, Artiom, and Vitaly Gaponenko. Site «Gaponenko Artiom Vasilievich – autobiography and results of scientific and pedagogical activity». Science and Innovation Center Publishing House, April 2021. http://dx.doi.org/10.12731/www.gaponenko.info.

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The site of Artiom Vasilyevich Gaponenko (https://www.gaponenko.info/) is intended to give a holistic view of the personality and the results of the scientific and pedagogical activity of the author. The site contains an autobiography, a list of scientific and pedagogical works, a link to the developed educational system MLESYS (https://mlesys.ru/), as well as information about advanced training, professional retraining and participation of A.V. Gaponenko. in competitions. At the bottom of the site page there is a personal Science Index counter (RSCI), there is a link to the author's portfolio.
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Shyshkina, Mariya, Uliana Kohut, and Maiia Popel. The Comparative Analysis of the Cloud-based Learning Components Delivering Access to Mathematical Software. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3171.

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In the article, the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support mathematics and computer science disciplines study in a pedagogical university are considered. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of the Maxima system and CoCalc) as enchasing the investigative approach to and increasing pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is used to compare different approaches to the environment design. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in SaaS and IaaS cloud-based settings is proposed.
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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Hlushak, Oksana M., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Using the e-learning course “Analytic Geometry” in the process of training students majoring in Computer Science and Information Technology. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3268.

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As a result of literature analysis the expediency of free access of bachelors majoring in Computer Sciences and Information Technologies to modern information educational resources, in particular, e-learning courses in the process of studying mathematical disciplines is substantiated. It was established that the e-learning course is a complex of teaching materials and educational services created for the organization of individual and group training using information and communication technologies. Based on the outlined possibilities of applying the e-learning course, as well as its didactic functions, the structure of the certified e-learning course “Analytic Geometry” based on the Moodle platform was developed and described. Features of application of cloud-oriented resources are considered: Desmos, Geogebra, Wolfram|Alpha, Sage in the study of the discipline “Analytic Geometry”. The results of the pedagogical experiment on the basis of Borys Grinchenko Kyiv University and A. S. Makarenko Sumy State Pedagogical University are presented. The experiment was conducted to verify the effectiveness of the implementation of the e-learning course “Analytic Geometry”. Using the Pearson criterion it is proved that there are significant differences in the level of mathematical preparation of experimental and control group of students. The prospect of further scientific research is outlined through the effectiveness of the use of e-learning courses for the improvement of additional professional competences of students majoring in Computer Sciences and Information Technologies (specialization “Programming”, “Internet of Things”).
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
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Appoev, R. K., and Zh V. Ignatenko. Electronic educational and methodical complex of discipline "Operations research and optimization methods" (in areas of training 38.00.00 Economics and Management, 09.00.00 Computer Science and Engineering, 44.00.00 Education and pedagogical sciences). North-Caucasian Social Institute, June 2016. http://dx.doi.org/10.12731/appoevignatenko.01062016.21898.

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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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Shapovalov, Yevhenii B., Zhanna I. Bilyk, Artem I. Atamas, Viktor B. Shapovalov, and Aleksandr D. Uchitel. The Potential of Using Google Expeditions and Google Lens Tools under STEM-education in Ukraine. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2665.

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The expediency of using the augmented reality in the case of using of STEM-education in Ukraine is shown. The features of the augmented reality and its classification are described. The possibilities of using the Google Expeditions and Google Lens as platforms of the augmented reality is analyzed. A comparison, analysis, synthesis, induction and deduction was carried out to study the potential of using augmented reality platforms in the educational process. Main characteristics of Google Expeditions and Google Lens are described. There determined that augmented reality tools can improve students motivation to learn and correspond to trends of STEM-education. However, there problems of using of augmented reality platforms, such as the lack of awareness of this system by teachers, the lack of guidance, the absence of the Ukrainian-language interface and responding of educational programs of the Ministry of Education and Science of Ukraine. There proposed to involve methodical and pedagogical specialists to development of methodical provision of the tools of augmented reality.
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