Zobrazeno 1 - 10
of 98
pro vyhledávání: '"Claudio Fazio"'
Publikováno v:
Education Sciences, Vol 13, Iss 4, p 425 (2023)
In this paper we discuss the effects of modelling and computer simulation activities in promoting student use of lines of reasoning useful to explain proposed or observed situations. The activities are part of a structured Teaching/Learning Sequence
Externí odkaz:
https://doaj.org/article/ee44659e57f64e0d88a83e78cec5a7a0
Autor:
Irene Marzoli, Arturo Colantonio, Claudio Fazio, Marco Giliberti, Umberto Scotti di Uccio, Italo Testa
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 2, p 020130 (2021)
We surveyed a convenience sample of 362 Italian university physics students, asking them to retrospectively assess their experience of emergency remote instruction due to the COVID-19 outbreak. We looked at their psychological well being, motivation
Externí odkaz:
https://doaj.org/article/e32afa268c4546169305fb0c0c0f0da8
Non-hierarchical clustering as a method to analyse an open-ended questionnaire on algebraic thinking
Publikováno v:
South African Journal of Education, Vol 36, Iss 1, Pp 1-13 (2016)
The problem of taking a data set and separating it into subgroups, where the members of each subgroup are more similar to each other than they are to members outside the subgroup, has been extensively studied in science and mathematics education rese
Externí odkaz:
https://doaj.org/article/b0685a6bb1224ba49419db2e79f1f6d5
Publikováno v:
Scientia in Educatione, Vol 8, Iss 0 (2017)
In this contribution we describe a research aimed at pointing out the quality of mental models undergraduate engineering students deploy when asked to create explanations for phenomena/processes and/or use a given model in the same context. Student r
Externí odkaz:
https://doaj.org/article/472b255f65c544229b11b78b47320e4b
Publikováno v:
Physical Review Physics Education Research, Vol 15, Iss 2, p 020112 (2019)
[This paper is part of the Focused Collection on Quantitative Methods in PER: A Critical Examination.] A relevant aim of research in education is to find and study the reasoning lines that students deploy when dealing with problematic situations. Thi
Externí odkaz:
https://doaj.org/article/b1ebe53c92274e20bd640b14d537110b
Publikováno v:
Physical Review Physics Education Research, Vol 14, Iss 1, p 010108 (2018)
This paper investigates the efficacy of an open-inquiry approach to achieve a long term stability of physics instruction. This study represents the natural continuation of a research project started four years ago when a sample of thirty engineering
Externí odkaz:
https://doaj.org/article/f82d0c41f9854f138fe670cfaf9957c7
Autor:
Claudio Fazio, Filippo Spagnolo
Publikováno v:
South African Journal of Education, Vol 28, Iss 4, Pp 469-487 (2008)
We present a study on the conceptions of Italian prospective mathematics and physics teachers with respect to modelling activities. Common ground for both the mathematician and the physicist, these activities are a relevant aspect of the Graduate Sch
Externí odkaz:
https://doaj.org/article/9488039e48b641519bfb04809b4ef2fe
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 10, Iss 1, p 010107 (2014)
This paper addresses the efficacy of an open-inquiry approach that allows students to build on traditionally received knowledge. A sample of thirty engineering undergraduates, having already attended traditional university physics instruction, was se
Externí odkaz:
https://doaj.org/article/d177f77603294eca8405ab5d8f1a9d46
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 9, Iss 2, p 020101 (2013)
This paper describes a method aimed at pointing out the quality of the mental models undergraduate engineering students deploy when asked to create explanations for phenomena or processes and/or use a given model in the same context. Student response
Externí odkaz:
https://doaj.org/article/7da6679cbc8b466192eca55fb7abd8f0
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 8, Iss 1, p 010110 (2012)
In this paper we discuss a study on the approaches to modeling of students of the 4-year elementary school teacher program at the University of Palermo, Italy. The answers to a specially designed questionnaire are analyzed on the basis of an a priori
Externí odkaz:
https://doaj.org/article/6c09cde241f94f028a07b8d0dfc08099