Littérature scientifique sur le sujet « Innovazione pedagogica »
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Articles de revues sur le sujet "Innovazione pedagogica"
D’Ambrosio, Maria, et Giovanni Laino. « Educatori come designer degli spazi perFormativi. Asili nido come ‘fabbriche' di cittadinanza e innovazione sociale ». WELFARE E ERGONOMIA, no 1 (juin 2020) : 39–57. http://dx.doi.org/10.3280/we2020-001005.
Texte intégralCulcasi, Irene, et Maria Cinque. « L'impatto del Service-Learning universitario : il progetto Hope ». EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no 1 (juin 2021) : 136–51. http://dx.doi.org/10.3280/exioa1-2021oa12076.
Texte intégralBufalino, Giambattista. « (Ri)generare la scuola. Per una transizione green e culturale ». Studi sulla Formazione/Open Journal of Education 25, no 2 (31 décembre 2022) : 7–11. http://dx.doi.org/10.36253/ssf-14053.
Texte intégralOrefice, Carlo, et Andrey Felipe Sgorla. « Analizzare le pratiche artigianali attraverso i principi freiriani. Alcune riflessioni educative su una ricerca in corso ». EDUCATIONAL REFLECTIVE PRACTICES, no 1 (juillet 2022) : 149–60. http://dx.doi.org/10.3280/erp1-2022oa13736.
Texte intégralFLORÊNCIO, Roberto Remígio, et Ana Cristina Barbosa de OLIVEIRA. « Breves análises da Educação Superior Brasileira na modalidade EaD ». INTERRITÓRIOS 6, no 11 (6 août 2020) : 80. http://dx.doi.org/10.33052/inter.v6i11.247749.
Texte intégralAlessia Rosa et Maria Filomia. « Il coordinatore pedagogico nel sistema integrato “zerosei” : una figura in evoluzione ». IUL Research 3, no 5 (20 juin 2022) : 373–89. http://dx.doi.org/10.57568/iulres.v3i5.259.
Texte intégralNuttini, Gabriele. « Progetto Qloud Scuola : No profit, digitale e innovazione metodologica per una nuova pedagogia della lettura nella scuola ». DigItalia 17, no 1 (juin 2022) : 213–27. http://dx.doi.org/10.36181/digitalia-00049.
Texte intégralMeldolesi, Luca. « Una nota per la riforma dello Stato : quarta libertŕ e federalismo democratico ». RIVISTA TRIMESTRALE DI SCIENZA DELL'AMMINISTRAZIONE, no 1 (juillet 2009) : 7–31. http://dx.doi.org/10.3280/sa2009-001002.
Texte intégralGiorgis, Paola. « Processi educativi nelle società multiculturali (Educational Processes in Multicultural Societies) ; Giovani indiani a Cremona (Young Indians in Cremona) ; Antropologia ed educazione in America Latina (Anthropology and Education in Latin America) ; Innovazione educativa tra entusiasmo e fatica (Pedagogical Innovation : Enthusiasm and Exertion) ; Non solo sui libri (Not by books only) ; Bambini rom Alunni rom. Un’etnografia della scuola (Romani Children, Romani Students. An Ethnography of the School) ; Amicizie interculturali (Intercultural Friendship) ; Diversi da sé, simili agli altri. L2, immaginazione e letteratura come pratiche di pedagogia interculturale (Different from Oneself, Similar to Others. L2, Imagination and Literature as Practices of Intercultural Education) ; Quando la storia degli altri racconta di noi. Pedagogia interculturale e coscienza storica (When the History of Others Tells Our History. Intercultural Education and Historical Awareness) ; Una questione di prospettive. Etnografia dell’educazione e delle relazioni tra sinti e non sinti (A Matter of Perspectives. Ethnography of Education and of the Relation between Sinti and non-Sinti) ». Intercultural Education 25, no 4 (25 juin 2014) : 327–31. http://dx.doi.org/10.1080/14675986.2014.925706.
Texte intégralPerla, Loredana, et Viviana Vinci. « Modellistiche co-epistemologiche per la formazione del docente universitario : il progetto Prodid Uniba ». EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, janvier 2021, 11–30. http://dx.doi.org/10.3280/exioa0-2021oa11125.
Texte intégralThèses sur le sujet "Innovazione pedagogica"
Pavan, Sofia <1991>. « Lavoro 4.0 : tra innovazione sociale e innovazione tecnologica ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12953.
Texte intégralDe, Bin Alberto <1995>. « Università e innovazione : la Flipped Classroom ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/20704.
Texte intégralCeolin, Sara <1991>. « Il lavoro 4.0 tra innovazione e formazione ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13488.
Texte intégralLando, Eleonora <1996>. « Innovazione e sviluppo umano alle soglie della nuova società delle macchine ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17762.
Texte intégralPrete, Giacomo <1993>. « Artigiano : agire “ecologico” in continua sfida tra formazione e innovazione nel mercato del lavoro ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15661.
Texte intégralFeltrin, Susanna <1993>. « Giappone plus size. Innovazioni socio-economiche della moda calibrata nel Sol Levante ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15538.
Texte intégralPanajoli, Tommaso <1982>. « Una prospettiva storico-filosofica sull'evoluzione del curricolo di fisica nella scuola : problemi e innovazioni pedagogiche ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/5101/1/panajoli_tommaso_tesi.pdf.
Texte intégralOver the past twenty years there have been some international perspectives on the analysis of the problems of school science and some consequent strategies for educational change. Many studies have pointed to a new concept of scientific literacy as a fundamental knowledge, prior to career choices and relevant for every student. The starting hypothesis of this research argues that some of these analyses and the main idea of a non-vocational scientific literacy show significant limitations when related to the Italian context. The specificities of the latter are addressed, first, from a comparative point of view, discussing few international reports on science education. This comparison has highlighted the difficulty of having a set of clear and definitive evidences on the problems of science education discussed by these documents, in particular through the data concerning the crisis in scientific vocations and students’ attitudes towards science. Also the institutional framework of the Italian high schools shows how the educational recommendations and some curricular projects, discussed within the international community, find some important obstacles due to principles of selection and to different school tracks for the upper secondary level. The present work is based primarily on a historical and pedagogical reconstruction of the physics curriculum, through national guidelines, syllabi, and the analysis of some representative textbooks of the last decades. This study of the “intended” curriculum revealed, firstly, the “academic” nature of high school physics and its weak educational value, secondly, the impact, of the international issues discussed, on educational aims and learning tools embodied in textbooks. Despite the evolution of these features of the curriculum, the analysis of historical and philosophical knowledge used by textbooks has highlighted the lack of a cultural contextualization of physics as one of the main obstacles to promoting a more relevant science education.
Panajoli, Tommaso <1982>. « Una prospettiva storico-filosofica sull'evoluzione del curricolo di fisica nella scuola : problemi e innovazioni pedagogiche ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/5101/.
Texte intégralOver the past twenty years there have been some international perspectives on the analysis of the problems of school science and some consequent strategies for educational change. Many studies have pointed to a new concept of scientific literacy as a fundamental knowledge, prior to career choices and relevant for every student. The starting hypothesis of this research argues that some of these analyses and the main idea of a non-vocational scientific literacy show significant limitations when related to the Italian context. The specificities of the latter are addressed, first, from a comparative point of view, discussing few international reports on science education. This comparison has highlighted the difficulty of having a set of clear and definitive evidences on the problems of science education discussed by these documents, in particular through the data concerning the crisis in scientific vocations and students’ attitudes towards science. Also the institutional framework of the Italian high schools shows how the educational recommendations and some curricular projects, discussed within the international community, find some important obstacles due to principles of selection and to different school tracks for the upper secondary level. The present work is based primarily on a historical and pedagogical reconstruction of the physics curriculum, through national guidelines, syllabi, and the analysis of some representative textbooks of the last decades. This study of the “intended” curriculum revealed, firstly, the “academic” nature of high school physics and its weak educational value, secondly, the impact, of the international issues discussed, on educational aims and learning tools embodied in textbooks. Despite the evolution of these features of the curriculum, the analysis of historical and philosophical knowledge used by textbooks has highlighted the lack of a cultural contextualization of physics as one of the main obstacles to promoting a more relevant science education.
CATTANEO, AGNESE. « SAPERE D'AZIONE E COSTRUZIONE DELLA CONOSCENZA. LO SVILUPPO PROFESSIONALE DEGLI INSEGNANTI DI RICERCA, PRATICA RIFLESSIVA E INNOVAZIONE ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/324.
Texte intégralCATTANEO, AGNESE. « SAPERE D'AZIONE E COSTRUZIONE DELLA CONOSCENZA. LO SVILUPPO PROFESSIONALE DEGLI INSEGNANTI DI RICERCA, PRATICA RIFLESSIVA E INNOVAZIONE ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/324.
Texte intégralLivres sur le sujet "Innovazione pedagogica"
Fasano, Margherita. Il docente in Italia fra tradizione e innovazione : Un modello di pedagogia critica. Roma : Anicia, 2010.
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