Guidoni, Paolo (2010) A longitudinal approach to the appropriation of Science Ideas: an emerging Cognitive Model. In: 9th International Conference of the Learning Sciences, June 29 - July 2 2010, Chicago. (Sottomesso)

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Tipologia del documento: Contributo a Convegno o Workshop (Discorso)
Titolo: A longitudinal approach to the appropriation of Science Ideas: an emerging Cognitive Model
Autori:
AutoreEmail
Guidoni, Paolo[non definito]
Data: 2010
Tipo di data: Sottomissione
Numero di pagine: 8
Tipo di evento: Conference
Titolo dell'evento: 9th International Conference of the Learning Sciences
Luogo dell'evento: Chicago
Data dell'evento: June 29 - July 2 2010
Data: 2010
Numero di pagine: 8
Parole chiave: Science education; Cognitive model
Settori scientifico-disciplinari del MIUR: Area 02 - Scienze fisiche > FIS/08 - Didattica e storia della fisica
Depositato il: 15 Gen 2010 16:37
Ultima modifica: 30 Apr 2014 19:37
URI: http://www.fedoa.unina.it/id/eprint/3595

Abstract

A research approach, active since three decades, is sketchy described. Its aim is to clarify, starting from the phenomenology of explaining-understanding interactions followed along years within groups of students, two mutually correlated theoretical and practical nodes: i) how to restructure the discipline presentation (e.g. basic physics and math) to be longitudinally resonant with students’ gradual appropriation, in both understanding and motivation; ii) how to infer a cognitive model able to account for success (insuccess) in the school active mediation, but also to validate planning and support strategies invariant across age spans and different content areas. A first approach to basic mechanics, able to coherently and successfully evolve to higher formal levels, will exemplify model activation at school.

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