Littérature scientifique sur le sujet « Storia della didattica Firenze »
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Articles de revues sur le sujet "Storia della didattica Firenze"
Visconti, Agnese. « La fondazione dell’Orto botanico di Brera e gli anni della direzione dell’abate vallombrosano Fulgenzio Vitman (1728-1806) tra assolutismo asburgico ed età napoleonica ». Natural History Sciences 153, no 1 (1 janvier 2012) : 27. http://dx.doi.org/10.4081/nhs.2012.27.
Texte intégralSaba, Andrea Filippo. « Auschwitz, i "treni della memoria" e la didattica della storia ». ITALIA CONTEMPORANEA, no 268 (mai 2013) : 596–99. http://dx.doi.org/10.3280/ic2012-268014.
Texte intégralTamborini, Massimo. « Brevi note a margine di alcune recenti edizioni del De consolatione di Cardano ». Mediterranea. International Journal on the Transfer of Knowledge 7 (27 mars 2022) : 423–47. http://dx.doi.org/10.21071/mijtk.v7i.13452.
Texte intégralLÓPEZ PIÑERO, JOSÉ M. « ISTITUZIONI E FONTI ». Nuncius 3, no 2 (1988) : 193–207. http://dx.doi.org/10.1163/182539178x00385.
Texte intégralCajani, Luigi. « Le origini della Prima guerra mondiale e la didattica della storia controfattuale ». Didactica Historica 1, no 1 (2015) : 45–50. http://dx.doi.org/10.33055/didacticahistorica.2015.001.01.45.
Texte intégralMattozzi, Ivo. « Il museo nel curricolo di storia : una questione di trasposizione didattica ». Educar em Revista, no 58 (décembre 2015) : 69–85. http://dx.doi.org/10.1590/0104-4060.43470.
Texte intégralStefano Cartocci, Alessandro Fortuna, Cristina Meringolo, Monica Monici, Angela Maria Rizzo et Germana Galoforo. « Gli studenti portano la scienza nello Spazio : L’innovazione didattica con i progetti. L’esperienza dell’esperimento XenoGRISS ». IUL Research 1, no 2 (1 décembre 2020) : 196–209. http://dx.doi.org/10.57568/iulres.v1i2.67.
Texte intégralBUCCIANTINI, MASSIMO, et GIOVANNA BARONCELLI. « L'ISTITUTO E MUSEO DI STORIA DELLA SCIENZA DI FIRENZE * ». Nuncius 5, no 2 (1990) : 5–52. http://dx.doi.org/10.1163/182539190x00011.
Texte intégralMarazzi, Elisa. « L'editoria scolastico-educativa e la ricerca storica. Il caso italiano ». SOCIETÀ E STORIA, no 138 (novembre 2012) : 823–51. http://dx.doi.org/10.3280/ss2012-138008.
Texte intégralPaola, Domingo, Riccardo Franchi et Lorenzo Ravera. « Storia di una ricerca ». Didattica della matematica. Dalla ricerca alle pratiche d’aula, no 12 (21 novembre 2022) : 117–28. http://dx.doi.org/10.33683/ddm.22.12.6.
Texte intégralThèses sur le sujet "Storia della didattica Firenze"
Masani, Ricci Massimo. « Codice Pluteo 29.1 della Biblioteca Laurenziana di Firenze : storia e catalogo comparato / ». Pisa : ETS, 2002. http://catalogue.bnf.fr/ark:/12148/cb391028474.
Texte intégralCeroni, Gabriele <1969>. « Il ruolo della metafora nella comunicazione della fisica contemporanea ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5902/1/Ceroni_Gabriele_tesi.pdf.
Texte intégralThe present work deals with the role of metaphorical thinking in the public communication of contemporary physics. We focus on the cognitive aspects: how to disseminate complicated formal physical concepts to a non-professional public maintaining the ‘correct’ disciplinary meaning, that is aiming at communication of ‘good physics’. The focus is on the nature of the explanation and the problem is how to evaluate the effectiveness of public scientific explanation of advanced physical topics to a non-professional audience. For this purpose we have looked for formal tools apt at analyzing the linguistic features of dissemination texts. We have drawn our attention to the role of analogical and metaphorical forms in the construction of ‘actual’ physical meanings because they obviously play an important role in introducing new concepts from previous ones when dealing with contemporary physics phenomena that are far from the ordinary perceptive domain. For the purpose of our investigation the conceptual metaphor perspective, within the framework of cognitive linguistics, appeared to be the most promising analytical tool. We investigate the research problem by analyzing a set of ‘relevant’ analogies and metaphors taken from popular science literature. In particular an analysis of a case study, within the framework of conceptual metaphor, is presented : Schrödinger’s analogy for ‘elementary particle’. The results of the analysis suggest that the conceptual metaphor perspective might be a potential tool both to assess the quality of analogical forms used in explanation of contemporary physics and to design new and ‘better’ analogies and metaphors. Besides, in a recursive process this analysis could help to focus on those meaningful cognitive aspects that characterize, and refine, a ‘complete’ and ‘correct’ physical concept. We think that fruitful results of inquiry might come from a deeper interdisciplinary approach between linguistics and physics.
Ceroni, Gabriele <1969>. « Il ruolo della metafora nella comunicazione della fisica contemporanea ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5902/.
Texte intégralThe present work deals with the role of metaphorical thinking in the public communication of contemporary physics. We focus on the cognitive aspects: how to disseminate complicated formal physical concepts to a non-professional public maintaining the ‘correct’ disciplinary meaning, that is aiming at communication of ‘good physics’. The focus is on the nature of the explanation and the problem is how to evaluate the effectiveness of public scientific explanation of advanced physical topics to a non-professional audience. For this purpose we have looked for formal tools apt at analyzing the linguistic features of dissemination texts. We have drawn our attention to the role of analogical and metaphorical forms in the construction of ‘actual’ physical meanings because they obviously play an important role in introducing new concepts from previous ones when dealing with contemporary physics phenomena that are far from the ordinary perceptive domain. For the purpose of our investigation the conceptual metaphor perspective, within the framework of cognitive linguistics, appeared to be the most promising analytical tool. We investigate the research problem by analyzing a set of ‘relevant’ analogies and metaphors taken from popular science literature. In particular an analysis of a case study, within the framework of conceptual metaphor, is presented : Schrödinger’s analogy for ‘elementary particle’. The results of the analysis suggest that the conceptual metaphor perspective might be a potential tool both to assess the quality of analogical forms used in explanation of contemporary physics and to design new and ‘better’ analogies and metaphors. Besides, in a recursive process this analysis could help to focus on those meaningful cognitive aspects that characterize, and refine, a ‘complete’ and ‘correct’ physical concept. We think that fruitful results of inquiry might come from a deeper interdisciplinary approach between linguistics and physics.
Testa, Camilla <1993>. « Percorso storico della didattica artistica : esperienze didattiche italiane a confronto ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/14876.
Texte intégralDimauro, Giuliana. « Il calcolo delle Probabilità : storia, didattica ed applicazioni ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019.
Trouver le texte intégralVarano, Stefania <1978>. « Visualizzazioni e rappresentazioni sensoriali della scienza non visibile ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7366/1/VARANO_TESI_FINALE.pdf.
Texte intégralScientific visualization is the visual representation of data, in order to better understand and illustrate them. The displayed data is any quantitative information, resulting from observation, abstraction or calculation. The display process implies a set of rules for encoding information in a visual form. Normally the code is complex, in order to better compromise between the fidelity of representation and the limits of the medium used to represent it; not infrequently, however, it is tacit. In cases where the visual representation is densely figurative (i.e. a clear imitation of reality), this can lead to mistake signifier for signified, or to misinterpret the represented data, due to the analogy of the representation with real experience. This misunderstanding may be particularly risky in cases where the object of the visual representation is something physical, but inaccessible to the eye and to optical instruments. We argue that in the case of more arbitrary and less figurative representations, the fruition is more conscious, also allowing to overcome some of the cognitive limits of visual representations. We investigate whether it is possible, and maybe even more suitable, to create sensorial representations that do not use the view, therefore we studied the potential of such representations. This study led to the realization of a tactile and acoustic map of radio waves emitted from celestial objects in a region of the sky, using tactile and auditory parameters not necessarily corresponding to visual analogues. The experiment, carried out also with visually impaired users, showed a significant effect in terms of transfer of information and involvement of a disabled audience, presenting interesting cues for future research in education, implementations for science centers and creation of integrations projects about sensory impairment.
Varano, Stefania <1978>. « Visualizzazioni e rappresentazioni sensoriali della scienza non visibile ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7366/.
Texte intégralScientific visualization is the visual representation of data, in order to better understand and illustrate them. The displayed data is any quantitative information, resulting from observation, abstraction or calculation. The display process implies a set of rules for encoding information in a visual form. Normally the code is complex, in order to better compromise between the fidelity of representation and the limits of the medium used to represent it; not infrequently, however, it is tacit. In cases where the visual representation is densely figurative (i.e. a clear imitation of reality), this can lead to mistake signifier for signified, or to misinterpret the represented data, due to the analogy of the representation with real experience. This misunderstanding may be particularly risky in cases where the object of the visual representation is something physical, but inaccessible to the eye and to optical instruments. We argue that in the case of more arbitrary and less figurative representations, the fruition is more conscious, also allowing to overcome some of the cognitive limits of visual representations. We investigate whether it is possible, and maybe even more suitable, to create sensorial representations that do not use the view, therefore we studied the potential of such representations. This study led to the realization of a tactile and acoustic map of radio waves emitted from celestial objects in a region of the sky, using tactile and auditory parameters not necessarily corresponding to visual analogues. The experiment, carried out also with visually impaired users, showed a significant effect in terms of transfer of information and involvement of a disabled audience, presenting interesting cues for future research in education, implementations for science centers and creation of integrations projects about sensory impairment.
Dall'Igna, Stefano <1988>. « La didattica dell'ascolto per adulti. Riflessioni teoriche con una proposta pratica ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3779.
Texte intégralVanacore, Antonio. « Progettazione e sperimentazione di un percorso didattico sperimentale in superconduttività ». Doctoral thesis, Universita degli studi di Salerno, 2014. http://hdl.handle.net/10556/1786.
Texte intégralVengono presentate e discusse le fasi di progettazione, realizzazione e valutazione di efficacia di un percorso didattico di insegnamento/apprendimento incentrato sui materiali superconduttori partendo dalle loro proprietà magnetiche. Sono state effettuate sperimentazioni di metodologie e realizzati materiali didattici innovativi volti a favorire l’apprendimento degli studenti con l’ausilio di attività laboratori ali svolte presso la Scuola Estiva di Eccellenza di Fisica Moderna SEEFM. [a cura dell'autore]
XII n.s.
Cinti, Fabiana. « Storia e sviluppo del concetto di limite : fra matematica, filosofia e didattica ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amslaurea.unibo.it/6325/.
Texte intégralLivres sur le sujet "Storia della didattica Firenze"
1944-, Miceli Sergio, Sperenzi Mario et Centro di ricerca e di sperimentazione per la didattica musicale (Fiesole, Italy), dir. Didattica della storia della musica : Atti del convegno internazionale (Firenze, 29 novembre-1 dicembre 1985). Firenze : L.S. Olschki, 1987.
Trouver le texte intégralGigli, Daria, et Enrico Magnelli, dir. Studi di poesia greca tardoantica. Florence : Firenze University Press, 2014. http://dx.doi.org/10.36253/978-88-6655-488-2.
Texte intégralLandi, Lando. Storia locale e didattica della storia. Milano : F. Angeli, 1987.
Trouver le texte intégralBacciola, Fabrizio. Per la didattica della storia. Napoli : Guida, 2011.
Trouver le texte intégralDario, Antiseri, dir. Didattica della storia : Epistemologia contemporanea. 3e éd. Roma : Armando, 2000.
Trouver le texte intégral1947-, Barone Giuseppe, et Torrisi Claudio, dir. Didattica della storia e archivi. Caltanissetta : Sciascia, 1987.
Trouver le texte intégralGiochi : Storia, geografia, didattica della matematica. Bologna : Archetipolibri, 2008.
Trouver le texte intégralBagni, Giorgio Tomaso. Linguaggio, storia e didattica della matematica. Bologna : Pitagora, 2006.
Trouver le texte intégralBagni, Giorgio Tomaso. Giochi : Storia, geografia, didattica della matematica. Bologna : Archetipolibri, 2008.
Trouver le texte intégralCapponi, Gino. Storia della repubblica di Firenze. La Spezia : Fratelli Melita Editori, 1990.
Trouver le texte intégralChapitres de livres sur le sujet "Storia della didattica Firenze"
Contessa, Maria Pia. « I primi due secoli della storia di San Miniato ». Dans La Basilica di San Miniato al Monte di Firenze (1018-2018), 85–100. Florence : Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-295-9.06.
Texte intégralAzzetta, Luca. « Iniziative per un centenario. Dante al Dipartimento di Lettere e Filosofia ». Dans L'illustre volgare, 21–33. Firenze : Società Editrice Fiorentina, 2022. http://dx.doi.org/10.35948/dilef/978-88-6032-685-0.02.
Texte intégralDonsì, Lucia. « A proposito di margini e confini. L’incontro tra la psicologia e la storia ». Dans Margini e Confini. attraVersamenti di metodi e linguaggi tra comunicazione, didattica e possibilità della ricerca. Editoriale Scientifica, 2018. http://dx.doi.org/10.19245/25.05.bs.c09.049.
Texte intégralActes de conférences sur le sujet "Storia della didattica Firenze"
« La didattica della storia nel contesto italofono e internazionale : riflessioni e sperimentazioni ». Dans 5° Convegno sulle didattiche disciplinari. Dipartimento formazione e apprendimento – SUPSI, Svizzera / swissuniversities, Svizzera, 2022. http://dx.doi.org/10.33683/dida.22.05.45.
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