Academic literature on the topic 'Valenze pedagogiche'
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Journal articles on the topic "Valenze pedagogiche"
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Zhao, Qianying, and Jingyang Jiang. "Verb valency in interlanguage: An extension to valency theory and new perspective on L2 learning." Poznan Studies in Contemporary Linguistics 56, no. 2 (June 25, 2020): 339–63. http://dx.doi.org/10.1515/psicl-2020-0010.
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AbstractValency theory has been applied to investigate various languages, such as German, Chinese and English. However, most studies in this field were based on the linguistic materials produced by native speakers. The current research aimed to examine the valency structures in the interlanguage. Based on the English writing produced by L2 Chinese learners, we adopted the quantitative approach, trying to find out whether the distributional features of verb valency in the interlanguage also had regular probability distributions as those in the native languages, and whether there was a relationship between these valency distributional characteristics and L2 learners’ language competence. It was found that (1) verb valency in the interlanguage followed distributional regularities which had been identified in the native languages; (2) the valency features showed differences in the diversity of valency patterns, the use of valences and the complexity of forms of complements between the interlanguage and the target language; (3) the distribution functions and parameters related to verb valency could manifest the development of students’ language competence. The current research has extended valency theory to the study of interlanguage and the valency perspective has profound methodological and pedagogical implications for L2 learning. Its item-specific property and the integration of grammatical and lexical factors are conducive to analyzing the way various words combine with each other.
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Sandrini, Simona. "Pedagogical professions. In support of a green and human transition." Form@re - Open Journal per la formazione in rete 21, no. 2 (July 31, 2021): 6–20. http://dx.doi.org/10.36253/form-11328.
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An increasing number of initiatives related to Agenda 2030 are being launched. Educators, trainers and teachers are dedicated themselves to interpret the approach to sustainability in light of the climate crisis and within the planetary boundaries. Looking toward the future, the pedagogical professions in their core can help the younger generation to recompose the prospective of “global human”, avoiding the risk of flattening sustainability on purely functional devices that forget the value and relational texture of human dignity. Coordinating experiences is crucial to support a transition both green and human. This means preparing fraternal training environments in which young people experience the culture of relation and proximity, with the intent of realising the sustainable development goals. This contribution presents a laboratory of dialogue on the paradigmatic union between sustainable development and fraternity, experience by young university students.
Professioni pedagogiche. A sostegno di una transizione verde e umana
Si moltiplicano le iniziative nel solco dell’Agenda 2030. Educatori, formatori, pedagogisti e insegnanti sono impegnati a interpretare l’accostamento alla sostenibilità, tra l’allarme della crisi climatica e dentro i confini planetari. Volgendosi verso orizzonti di senso, le professioni del pedagogico possono aiutare le giovani generazioni a ricomporre un intero umano, evitando il rischio di appiattire la sostenibilità su dispositivi puramente funzionali che dimenticano la valenza e la trama relazionale della dignità umana. Coordinare esperienze in questa chiave di sostegno a una transizione che sia al contempo verde e umana, può significare predisporre ambienti formativi fraterni in cui i giovani sperimentino la cultura dell’incontro e della prossimità, anche per avverare i sustainable development goals. Il contributo presenta un’esperienza di laboratorio vissuta in mezzo a giovani studenti universitari, di dialogo sul connubio paradigmatico tra sviluppo sostenibile e fraternità.
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Vishanenko (Grosheva), Valentina. "Modeling the process of forming artistic and aesthetic needs of younger schoolchildren in music lessons." KANT 36, no. 3 (September 2020): 233–37. http://dx.doi.org/10.24923/2222-243x.2020-36.44.
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The article describes the pedagogical model of the formation of the artistic and aesthetic needs of younger schoolchildren in music lessons, in the development of which specific methodological approaches were taken into account: system-activity, cultural, axiological. The stages of the formation of these needs are proposed - latent, valence, implicit and explicit. The pedagogical conditions of this process are considered.
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Ticusan, Marilena. "Psycho-pedagogical Formative Valences of the Geographical Game." Procedia - Social and Behavioral Sciences 83 (July 2013): 234–37. http://dx.doi.org/10.1016/j.sbspro.2013.06.046.
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KOREPIN, VLADIMIR E., and YING XU. "ENTANGLEMENT IN VALENCE-BOND-SOLID STATES." International Journal of Modern Physics B 24, no. 11 (April 30, 2010): 1361–440. http://dx.doi.org/10.1142/s0217979210055676.
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This article reviews the quantum entanglement in Valence-Bond-Solid (VBS) states defined on a lattice or a graph. The subject is presented in a self-contained and pedagogical way. The VBS state was first introduced in the celebrated paper by I. Affleck, T. Kennedy, E. H. Lieb and H. Tasaki (abbreviation AKLT is widely used). It became essential in condensed matter physics and quantum information (measurement-based quantum computation). Many publications have been devoted to the subject. Recently entanglement was studied in the VBS state. In this review, we start with the definition of a general AKLT spin chain and the construction of VBS ground state. In order to study entanglement, a block subsystem is introduced and described by the density matrix. Density matrices of 1-dimensional models are diagonalized and the entanglement entropies (the von Neumann entropy and Rényi entropy) are calculated. In the large block limit, the entropies also approach finite limits. Study of the spectrum of the density matrix led to the discovery that the density matrix is proportional to a projector.
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Da Conceição, Gabriel Luís. "What Geometry for teaching? Appropriations of Experts on pedagogical studies mission in Europe, late 19th century." Acta Scientiae 24, no. 1 (February 3, 2022): 92–116. http://dx.doi.org/10.17648/acta.scientiae.6412.
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Background: The training of teachers who teach mathematics is surrounded by knowledge that changes over time. These changes are for several moments mobilized by specialists, in this context, the official documents are possible historical sources for reading and analyzing changes. Objective: To analyze the systematizations of a “Geometry for teaching” put into circulation for the training of teachers, at the end of the 19th century, in Rio de Janeiro, at this time the Republic, by professors Amélia Fernandes da Costa, Luiz Augusto dos Reis and Manoel José Pereira Frazão, appointed by the republican power for the mission of pedagogical studies in Europe. Data collection and analysis: Data were collected from the travel records of commissioners, and also from publications in educational, analysed from the perspective of Cultural History. Design: Use for the study the official reports found by the documents and Revista Pedagogica, printed for teachers, these documents, acquired or accumulated by the specialists in question, were solved and problematized following the following investigation steps: recompilation of teaching experiences; comparative analysis of teachers' knowledge; analysis of systematization and use of knowledge as knowledge (Valente, 2018; 2020). Setting and Participants: It is a historiographical study in documents. Results: An analysis of the sources revealed that the performance of the documents, as well as their active participation in political issues and primary education, the recognition of peers, a call from the State for the pedagogical trip and the consequent responsibility to produce an official report, placed them in the category of Experts, thus allowing us to qualify them and put into circulation a proposal for a new “Geometry for teaching”, characteristic of intuitive times, and against the previous proposal. Conclusions: The “Geometry for teaching” put into circulation, should be mobilized by teachers in close relationship with Design and Handicrafts and was not structured as a subject in primary school.
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Domagk, Steffi. "Do Pedagogical Agents Facilitate Learner Motivation and Learning Outcomes?" Journal of Media Psychology 22, no. 2 (January 2010): 84–97. http://dx.doi.org/10.1027/1864-1105/a000011.
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Pedagogical agents – lifelike characters that guide users through multimedia learning environments – are intended to facilitate the learning process. According to social agency theory, the presentation of social cues (the image and voice of the agent) may prime the social interaction schema and cause the learner to deeply process the learning material. Research on pedagogical agents focuses mainly on either the role of the presence of pedagogical agents, by comparing agent and no-agent groups, or on the design of the character, by comparing different agent groups. This article takes a comprehensive view combining both approaches in order to answer the question of how pedagogical agents should be designed so as to promote learner motivation and learning. It is argued that not only the mere presence, but also the valence of the social cues presented plays a decisive role. Two experiments examine the role of the perceived appeal of a pedagogical agent’s appearance and voice. The results of Experiment 1 indicate that pedagogical agents may promote transfer performance, but only if they are appealing in appearance. The mere inclusion of a pedagogical agent yielded no effect on motivation or learning. Experiment 2 suggests that a high appeal of the pedagogical agent’s appearance and voice promoted transfer performance. However, this advantage did not occur when compared to a control group without an agent. The presentation of two unappealing social cues (appearance and voice) even harmed transfer. This result suggests an important modification of social agency theory.
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KWEK, LEONG CHUAN, ZHAOHUI WEI, and BEI ZENG. "MEASUREMENT-BASED QUANTUM COMPUTING WITH VALENCE-BOND-SOLIDS." International Journal of Modern Physics B 26, no. 02 (January 20, 2012): 1230002. http://dx.doi.org/10.1142/s0217979212300022.
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Measurement-based quantum computing (MBQC) is a model of quantum computing that proceeds by sequential measurements of individual spins in an entangled resource state. However, it remains a challenge to produce efficiently such resource states. Would it be possible to generate these states by simply cooling a quantum many-body system to its ground state? Cluster states, the canonical resource states for MBQC, do not occur naturally as unique ground states of physical systems. This inherent hurdle has led to a significant effort to identify alternative resource states that appear as ground states in spin lattices. Recently, some interesting candidates have been identified with various valence-bond-solid (VBS) states. In this review, we provide a pedagogical introduction to recent progress regarding MBQC with VBS states as possible resource states. This study has led to an interesting interdisciplinary research area at the interface of quantum information science and condensed matter physics.
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Brion, C. E., Saul Wolfe, Zheng Shi, Glyn Cooper, and Yenyou Jeff Zheng. "An investigation of hybridization and the orbital models of molecular electronic structure for CH4, NH3, and H2O." Canadian Journal of Chemistry 95, no. 12 (December 2017): 1314–22. http://dx.doi.org/10.1139/cjc-2017-0450.
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Observations of the physical behaviour (motions) of the valence (frontier) electrons in the iconic benchmark hydride molecules CH4, NH3, and H2O are used to provide a direct experimental evaluation of hybridization and of the localized and delocalized orbital models of molecular electronic structure, after more than 80 years since the initial proposals of these theoretical concepts. Our previously published experimental measurements of valence (frontier) electron momentum probability distributions, made by electron momentum spectroscopy (EMS), are compared with those calculated using the localized molecular orbital (LMO) model and a range of hybrid orbital models, as well as with the delocalized canonical molecular orbital (CMO) and density functional theory Kohn–Sham orbital (KSO) models. In all cases, the electron momentum probability distributions calculated with LMOs and localized hybrid orbital type models are inconsistent with the experimental observations. In contrast, those calculated with the delocalized CMOs and KSOs are in very good agreement with the experimental measurements. These findings are of importance in those research applications such as reactivity, drug and novel material design, and also in molecular electronics, where the shapes and orientations of particular valence (frontier) orbital electron density probability distributions (and not the total electron densities) are considered to be key determining factors. These findings and their implications are also of pedagogical significance in chemistry and molecular physics.
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Egloff, Frank, and Elmar Souvignier. "Effects of Emotion on Teaching-Related Beliefs, Attitudes, and Intentions of Preservice Teachers." Psychology Learning & Teaching 19, no. 2 (September 5, 2019): 161–83. http://dx.doi.org/10.1177/1475725719868410.
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Affecting preservice teachers' pedagogical intentions and future behavior is a challenging goal of teacher education. It may be accomplished by purposefully changing their beliefs. The aim of this study was to investigate whether lesson videos, compared to an argumentation-based video format, can evoke stronger and more positive emotional reactions and whether these reactions in turn result in higher changes in beliefs, attitudes, and intentions. We measured student-oriented teaching beliefs, attitudes, and intentions of N = 129 preservice teachers before and after the intervention. As a treatment check, we also quantified their emotional reaction (arousal and valence) to the intervention. Results of indirect effect models revealed that watching lesson videos led to higher emotional arousal and, overall, higher emotional arousal was related to more positive change in beliefs. However, change rates of teaching beliefs, attitudes, and intentions were the same for the lesson video and the expert talk video group. Emotional valence had no effect on change of beliefs, attitudes, or intentions. This study adds empirical evidence to theoretical claims concerning the effects of emotions on changing teaching-related beliefs.
Dissertations / Theses on the topic "Valenze pedagogiche"
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Sauvagnac, Stéphane. "A propos d'une expérience pédagogique dans l'enseignement de la médecine générale : la valence universitaire de Bayonne." Bordeaux 2, 2000. http://www.theses.fr/2000BOR2M054.
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Persell, Åström Jennifer Alice. "Hur filosofilärare i Sverige upplever filosofiundervisningens påverkan på utvecklingen av kritiskt tänkande : Vad kritiskt tänkande är, och hur det kan läras ut med de rätta didaktiska valen?" Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36169.
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I detta examensarbete har semi-strukturerade intervjuer genomförts för att undersöka hur filosofilärare på gymnasieskolor uppfattar begreppet kritiskt tänkande, hur de beskriver att de arbetar med filosofiundervisning, samt hur de upplever att deras undervisning påverkar utvecklingen av kritiskt tänkande hos eleverna. Bakgrunden till forskningen består av vad gymnasieläroplanen och filosofiämnesplanen säger om kritiskt tänkande, samt hur tidigare forskning förklarar begreppet kritiskt tänkande. Den tidigare forskningen beskriver filosofiundervisning som särskilt lämplig för utveckling av kritiskt tänkande hos eleverna, och visar filosofiundervisningens positiva påverkan på utveckling av kritiskt tänkande. Resultatet visar att de intervjuade lärarna beskriver kritiskt tänkande som förmågan att vara välgrundad i sina ställningstaganden, att ifrågasätta och reflektera över ställningstaganden och att visa öppenhet inför nya idéer. Lärarna upplevde att klassrumdiskussioner, diskussioner i mindre grupper och grupparbeten spelade en viktig roll i de didaktiska val som gjordes för att främja utvecklingen av kritiskt tänkande hos eleverna. Dessa lärare upplevde att filosofiundervisningen hade en positiv påverkan på utvecklingen av kritiskt tänkande hos eleverna, men att ämnesplanen var missgynnande för vissa elever.
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PERINA, Renato. "Valenze pedagogiche del teatro sociale." Doctoral thesis, 2008. http://hdl.handle.net/11562/337729.
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Il desiderio di effettuare una ricerca sul teatro educativo e sociale (ma, vedremo,
molte sono le incertezze intorno a questa aggettivazione) è fortemente
radicato nella mia esperienza. Nulla di strano, in effetti, a pensarci
bene. È faticoso, lo è per me, dedicarsi alla pedagogia mettendo in gioco la
propria esperienza, ma diversamente è la propria esperienza, qualsiasi essa
sia, che si "dedica" alla nostra ricerca, lo si voglia o no: "Un fatto smentisce
cento teorie, cento teorie non smentiscono un fatto" ha affermato Karl
Popper: come dargli torto?
La pedagogia: le teorie che la sovrintendono sono di tipo prassico, eppure
le pratiche che ne scaturiscono sembrano spesso perdere la presa sulla realtà,
stentano ad intercettare la vita delle persone, i modelli operativi tracciati
sono sempre meno 'operativi' e vacillano al confronto con il corso
delle cose.
Ho iniziato a riflettere partendo da una costellazione di questioni il cui nucleo
centrale è appunto la schisi fra enunciati e dati reali, tra la realtà prefigurata
e quella che s'impone alla nostra riflessione non 'sulle cose' ma
'in mezzo ad esse', e questo è un punto di criticità molto importante, in
particolare per la pedagogia sociale.
E allora occuparmi di pedagogia e di teatro, declinato nelle forme che ho
indagato, è anche un tentativo di riprendere fili di esperienze che per me
sono state molto significative e che mi hanno dato molto in termini di apprendimento
e di comprensione. Di lì certo traggo ispirazione e desiderio
di scoprire implicazioni, possibilità, e spunti di riflessione interessanti per
la pedagogia sociale
Sono nato e, per buona parte della mia infanzia e adolescenza cresciuto,
in un quartiere e in una realtà sociale con poche opportunità di crescita
culturale ed economica: un crocevia esistenziale dove intercettare droga,
alcool e delinquenza nelle varie forme era, diciamo così, probabile.
Ero uno tra i tanti ragazzi che giocava a pallone per la strada e i pomeriggi
finivano sempre troppo presto. Alla scuola elementare tutto bene,
alle medie inferiori invece, non combinavo granché: "suo figlio è intelligente
ma non studia" era il disco rotto che mia mamma doveva ascoltare
di tanto in tanto...Non Disponibile
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(8088227), Justin Cheng. "The Effects of Body Gestures and Gender on Viewer’s Perception of Pedagogical Agents’ Emotions." Thesis, 2019.
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The goal of this
research is to develop Animated Pedagogical Agents (APA) that can convey
clearly perceivable emotions through speech, facial expressions and body gestures.
In particular, the two studies reported in the thesis investigated the extent
to which modifications to the range of movement of 3 beat gestures, e.g., both
arms synchronous outward gesture, both arms synchronous forward gesture, and
upper body lean, and the agent ‘s gender
have significant effects on viewer’s perception of the
agent’s emotion in terms of valence and arousal. For each gesture the range of
movement was varied at 2 discrete levels. The stimuli of the studies were 8
12-seconds animation clips generated using a fractional factorial design; in
each clip an animated agent who speaks and gestures, gives a lecture segment on
binomial probability. 4 clips featured a female agent and 4 clips featured a male agent. In
the first study, which used a within-subject design and metric conjoint
analysis, 120 subjects were asked to watch the 8 stimuli clips and rank them
according to perceived valence and arousal (from highest to lowest). In the
second study, which used a between-subject design, 300 participants were
assigned to two groups of 150 subjects each. One group watched the 4 clips
featuring the male agent and one group watched the 4 clips featuring the female
agent. Each participant was asked to rate perceived valence and arousal for
each clip using a 7-point Likert scale. Results indicated that extending the
arms outwards and forwards as well as modifying the agent’s gender from male to
female increased perceived valence and arousal, whereas rotating the body
backwards increased only perceived valence.
Books on the topic "Valenze pedagogiche"
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Fink, Stefan R. Aspects of a Pedagogical Grammar Based on Case Grammar and Valence Theory. de Gruyter GmbH, Walter, 2011.
Find full textBook chapters on the topic "Valenze pedagogiche"
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ALBU, ALIN. "EDUCAȚIE, NAȚIUNE ȘI CREZ RELIGIOS LA SIMION MEHEDINȚI." In Educaţie şi valori în societatea contemporană. Editura Eikon, 2022. http://dx.doi.org/10.56177/epvl.cap9.2022.ro.
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EDUCATION, NATION AND RELIGIOUS CREED IN THE PERSPECTIVE OF SIMION MEHEDINȚI. Simion Mehedinți was a pioneer of Romanian science and culture in the first half of the twentieth century – when he militated for national renewal through education and culture in a Christian spirit; he was also a reformer of the Romanian educational system, but also a genuine Christian educator. As a researcher, he highlighted the educational value of science, professing himself a science out of conviction. His pedagogical conception contains two special nuances – the Christian one and its application to one’s own ethnic space – and he introduces the concept the school of work, as area and instrument of modeling the student’s character. In his ethnographic approaches we discover the recovering and pedagogical function of history and in the analysis of Romanian Christianity those valences which can be considered modern and democratic today.
Conference papers on the topic "Valenze pedagogiche"
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Oprea, Anca cristina. "ACADEMIC STUDY MOTIVATION - THE CONSTRUCTION OF A PSYCHO-PEDAGOGICAL SUPPORT PLAN." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-108.
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The spectrum of academic study, associated with the constant changes that take place in education, increase the interest for the research of learning motivational perspectives. The necessity of learning adaptation at the hectic rhythm in which the society develops involves responsibility from the educational actors: professors, students and career advisers or mentors. Students and professors have the possibility to improve the learning process. The professors through modern teaching methods varied which arouse the interest of students adapted, according to the studied speciality in the faculty. On the other hand, it is necessary that students personalize the learning models according with their personality, suitable learning style and professional orientation. The study`s purpose is to determine the special features of the educational actors from a motivational perspective. The study presents the results of a research realized on two different fields: social and economic sciences and technical. In order to create a correct global vision about the researched reality it was used the quantitative method - The Motivational learning strategies questionnaire for students. This instrument investigated the variable ,,learning motivation" differentiated on specialization fields. Analyzing the answers from the questionnaire, perceptions, attitudes, aspirations, valences and orientations of student regarding educational spectrum including the interest for aspects related to professionalization are being emphasized. We will elaborate a psycho-pedagogical support plan with the purpose of defining the construction of the educational approach from the perspective of adapting to the demands of academic environment. This plan of student`s positivity will be built under the shape of an educational soft that is going to facilitate learning. The achievement of the applicative goal has the role of forming student`s positive behaviour about the motivation of academic learning process, based on the identification of their attitudes with regard to the academic learning values and valences.
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Mâță, Liliana, and Roxana Maria Ghiațău. "TEACHERS’ ATTITUDES TOWARDS UNETHICAL USE OF MOBILE TECHNOLOGIES IN HIGHER EDUCATION." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.126.
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The purpose of research is to explore the attitudes of university teachers towards the use of mobile technologies and to explore their perception of the ethical aspects related to the integration of new technologies. There was applied a questionnaire with closed-ended and open-ended questions. The results of this research highlight university teachers' positive attitudes towards the use of mobile technologies in higher education. These technologies become pedagogical tools in higher education with multiple valences on teacher professional learning. Keywords: ethical aspects, mobile learning, university teachers.
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Crisan, Alina, and Roxana Enache. "DEVELOPMENT OF CROSS SKILLS HARNESSING EDUCATIONAL VALENCES OF INTERNET IN NATIONAL CURRICULUM." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-210.
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As follows from the analysis introducing Internet facilitates certain structural changes in schools and, used correctly and efficiently, it may lead to the achievement of fundamental educational purposes such as: development of basic skills, critical and creative thinking, the collaborative activities and teamwork skills, selection and use of appropriate strategies to solve problems, a positive attitude to school subjects and education, providing training for lifelong learning. The issue of the use of new information technologies and the Internet in particular in education remains a matter of pedagogical research for the future in terms of the contribution it can bring to quality and efficiency of education, in terms of access and equity increased by rapid technological advances. To train and develop the skills, abilities and cross-competencies the resources and educational potential of the Internet need to be harnessed within the national curriculum by formulating purposes and contents as well as by developing of examples of concrete teaching activities at the level of methodological suggestions and evaluation activity. Achieving the unitary character of the educational process regarding the development of ICT skills would involve introducing a chapter that emphasizes skills training and practice to use new information technologies for each subject. As for Physics, where the new syllabi for 10th and 11th grade contains references and methodological suggestions pointing out that the experience gained in recent years indicates the possibility of more effective educational process by accelerating academic progress due to the use ICT, so in teaching various other subjects there is a greater understanding to the fact that ICT can contribute to improving access to education and increasing the attractiveness of education by completing and diversifying existing resources in any discipline within the seven curricular areas Romanian education is structured into. The methodological support offered by curricula in this area aims to achieve compatibility between key skills, contents and the use of ICT in teaching any discipline.
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Garibyan, Armine. "Complements vs. adjuncts and mouse-controlled reading." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0022/000437.
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The relationship between sentence processing and cognitive demand has received a lot of attention in the past decades. In valency theory, some elements of the sentence are determined by the verbs either in terms of their form or by their presence (Herbst & Schüller 2008). It has to be said that little attention has been paid to the processing of such fundamental categories in the theory of syntax. On the one hand, this is remarkable since given the amount of research, we still do not know whether this distinction is psychologically real, or whether it only serves a lexicographic and pedagogical purpose. On the other hand, there is a consensus among linguists about the problematic character of the distinction itself even on a more theoretical level (Dowty 2000; Herbst & Schüller 2008). Therefore, this study attempts to explore whether complements and adjuncts are associated with different kinds of processing. To answer the research questions, an experiment consisting in a mouse-controlled reading task has been designed. To the best of our knowledge, this is a new method in psycholinguistic research. The paper presents the results of a pilot study.