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Anicia 2016 Euro 26,00
S. Nirchi - S. Capogna
Tra educazione e società nell'era delle ICT. Luci e ombre del processo di innovazione digitale in ambito educativo
isbn13 : 9788867092727
Teacher's training and evaluation culture
di Savina Cellamare , pubblicato il 2015-01-20
Italian school is wondering about the changes to be introduced to improve the effectiveness of educational paths. These questions highlight the need to promote a culture of evaluation approaches by adopting new assessment on which to base educational decision-making processes in order to improve the quality of learning. To meet this requirement were initiated training projects for teachers, aimed in particular at schools in the regions of southern Italy, such as the "Plan of information and education on OECD-PISA and other national and international research", funded by PON. The project is based on the assumption that the improvement of learning outcomes and quality of teaching is inextricably tied to a strong renewal of in-service teacher's training. Has therefore developed a possible operational response to these needs, of that are presented lines of development and results.
The school dimensioning through the study of the case IC 'T. Mommsen'
di Gabriella Tanzi , pubblicato il 2015-01-20
This essay presents the analysis of the school dimensioning which has been realized through the vertical organization choice of “Istituto Comprensivo of the school ”Mommsen” in Rome. The objective of this reflection is to consider risks and chances laid ahead by dimensioning. Our intention is to observe the experience of Mommsen school, to recognize improvements in strategy. The essay is articulated as follow. We start showing the “scenarios change” and normative references. Then, we present the procedure which trought the “IC Mommsen” school has faced this change to promote a general critical reflection. In fact, our goal is to replay to some important problems as the continuity, the closeness of local authorities or   the “new” school organization.
Using Social Networks at school. A case study
di Stefania Capogna , pubblicato il 2014-10-20
With the advent of the web, the way we produce and manage knowledge has been profoundly changed. This technological development makes available ever more versatile instruments that are able to access and manage increasing quantities of diversified information. It is important to observe these new spaces of socialization in order to understand the way in which: new forms of sociability develop; different types of communities can interact within the new techno-social spaces and the incorporation process of new technologies in teaching and social practices in education. The essay focuses on the use of social network at school, with the intent of reconstructing the latest trends in the use of new and old mass-media methodologies applied to teaching, at the same time, observing the more interesting professional practices and experiences which emerge from the viewpoint of study and critical reflection.
Il pensiero intuitivo, «divergente» e «convergente».L’orizzonte «analogico-intuitivo-reticolare» e «logico-formale-razionale»
di Andrea Gentile , pubblicato il 2014-07-09
Following this area of research, it is useful to mark the semantic link among knowledge, creative thinking and creative intuition. Creative intuition is an immediate cognition, perceptive «insight»: it is the act or faculty of knowing without the use of rational-logical processes. In this horizon, the term «insight» (in German Einsicht) means to see insight or «to see immediately» a solution: to define an immediate creative intuition with wich we can solve a problematic solution. It is the capacity to discern the true nature of a situation: the act or outcome of grasping the inward or hidden nature of things or of perceiving in an intuitive manner. Insight means «to see insight» a problem and understand the semantic relations among the principles of our knowledge. This cognitive process is connected to convergent thinking and divergent thinking. Divergent thinking is a thought process or method used to generate creative ideas by exploring many possible solutions. It is often used in conjunction with convergent thinking, which follows a particular set of logical steps to arrive at one solution, which in some cases is a correct solution. Divergent thinking typically occurs in a spontaneous, free-flowing manner, such that many ideas are generated in an emergent cognitive fashion. Many possible solutions are explored in a short amount of time, and unexpected and new connections are drawn and defined in our knowledge.
I risultati dell’indagine TALIS 2013 letti nell’ottica del sostegno alla professionalità degli insegnanti
di Stefania Nirchi , pubblicato il 2014-07-09
In the last years the professional development of the teachers has been considered an international and strategic field survey because it can be read both as instrument to reach quality standard increasingly, in terms of scholastic performance, both as means for the best educational offer in step with the complex and globalized economic-social system. In this paper we will tray to explain the context, in light of last results  OCSE’s with the survey TALIS 2013 (The OECD Teaching and Learning International Survey).
Permitting organ donation: brain death criterion as the "point of no return" in the process of dying
di , pubblicato il 0000-00-00
After considering authors who criticize the brain death criterion (Singer, Defanti and Shewmon), we will conclude that brain death criterion cannot be considered the death of human beings: this does not lead to ban organ transplants. On the contrary, brain death as the "point of no return" in the process of death should ethically considered as the requirement for performing transplants.

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Rapporti, riflessioni, presentazioni
Studi e contributi di ricerca
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Invia il tuo articolo
Author Guidelines
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Peer Reviewing
Indexing and Abstracting
Call for Paper July 2015

Direttore Responsabile:
Stefania Nirchi

Ospite Scientifico :
Prof. Eufrasio Pérez Navio - Universidad de Jaen - Spagna
Prof. A. Cocozza, Univ. Roma Tre
Prof. A. Cocozza, Univ. Roma Tre
Prof. Carlo Felice Casula - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof.ssa Rita Minello - Univ. Niccolò Cusano
Prof.ssa Agnese Rosati - Univ. di Perugia
Prof.ssa Angela Piu - Università della Valle d'Aosta
Prof. A. Cocozza Univ. Roma Tre
Prof.ssa Stefania Capogna - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof. Andrea Gentile- Univ Marconi
Prof. Mario Pireddu - Univ. Roma Tre
Prof. R. Melchiori - Università Telematica “Niccolò Cusano”
Prof. Fernando Lezcano Barbero- Universidad de Burgos - España
Prof. Agustin Escolano Benito-Universidad de Vallladolid,España
Prof. C. Piu, Università della Calabria
Giancarlo Cerini
Benedetta Cosmi
Prof.ssa A.L. Fazzari Univ. “Tor Vergata” Roma.
Prof.ssa T. Serra - Univ. La Sapienza di Roma
Prof.ssa A. Poggiani Univ. La Sapienza di Roma
Prof. G. Domenici - Univ. Roma Tre
Prof.ssa M. L. Boninelli - Univ.di Venezia
Prof. F. Bocci - Univ. Roma Tre
Prof. D. Falcone - Università di Cassino

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