QuaderniCIRD 22 (2021)


QuaderniCIRD n. 22 (2021)
Rivista del Centro Interdipartimentale per la Ricerca Didattica dell'Università di Trieste
Journal of the Interdepartmental Center for Educational Research of the
University of Trieste

ISSN: 2039-8646

Direttore responsabile:
Michele Stoppa

Luciana Zuccheri

Comitato editoriale:
Silvia Battistella
Furio Finocchiaro
Helena Lozano Miralles
Tiziana Piras
Paolo Sorzio
Verena Zudini

Revisione sunti in Inglese:
Monica Randaccio

Revisione sunti in Spagnolo:
Helena Lozano Miralles

Revisione sunti in Croato:
Ljiljana Avirovic

Revisione sunti in Russo:
Margherita De Michiel

Numero a cura di:
Michele Stoppa
Helena Lozano Miralles
Luciana Zuccheri


Recent Submissions

Now showing 1 - 5 of 10
  • Publication
    QuaderniCIRD, 22 (2021)
      124  1388
  • Publication
    Il geotopo “pod Stenami” (Planinsko Polje, Slovenia). Un esempio paradigmatico di fluviocarsismo
    (EUT Edizioni Università di Trieste, 2021)
    The “the great karst phenomena” of the former Venezia Giulia are well known, but little attention has been paid to the numerous forms of fluvial karstic nature scattered in the region of the Inner Notranjska (Slovenia), which are of extraordinary geomorphological interest. The Unica - the watercourse that erupts, sometimes with a roar, from the Planina Cave after meandering lazily on the bottom of the Karst field of the same name, silently disperses its waters underground in an articulated series of sinking areas that are concentrated in correspondence to the “pod Stenami” geotope. The contribution examines the features of the geotope and employs appropriate chorematic models.
      486  399
  • Publication
    Un progetto finalizzato ad “Abitare in partecipazione sociale”
    (EUT Edizioni Università di Trieste, 2021)
    Grossi, Franco C.
    As part of the practical activities for university education in architecture, every two years we present a project at the Architecture Biennale of Venice, Italy with a group of students of the Kazan State University of Architecture and Engineering, as part of my course of Applied Ergonomics. The proposal for this year’s project “How Will We Live Together?”, which is also the topic of the 17th International Architecture Biennale in Venice, concerns social housing which respects standards of environmental sustainability and climate change. Instead of creating a single identical type of building, the team decided to use two different buildings, respectively for cold and hot weather. This was done to ensure the best strategy for each type of building and improve its energy performance, maintenance, air quality and overall comfort and well-being for its inhabitants. Both types of building will therefore have similar functional programs but will be dramatically different in their spatial structure. This project was presented on October 23rd, 2021 at the Auditorium of the “Biennale Sessions”, in the Arsenale of Venice.
      189  154
  • Publication
    Ripensare alla Didattica: scenari e prospettive per l’insegnamento della Fisica
    (EUT Edizioni Università di Trieste, 2021)
    Bologna, Valentina
    In the American university system many attempts were made to innovate the way of teaching Physics in introductory courses. Starting from a deep analysis of their experience, here we suggest a revision of aims, objectives and methods for teaching Physics within the Italian context. This revision is focused on the Pedagogical Content Knowledge to develop argumentative skills within the framework of inquiry-based learning environment. This will encourage students to read and interpret the book of nature that surrounds them in everyday Physics.
      290  512
  • Publication
    Problemi aritmetici di tipo verbale: un’analisi dei fattori che contribuiscono alla loro difficoltà
    (EUT Edizioni Università di Trieste, 2021)
    Doz, Eleonora
    Colombini, Elisa
    Cuder, Alessandro
    Solving arithmetic word problems is a fundamental skill that children must learn in the learning of mathematics. However, many students perform weakly on these tasks, even if they can successfully solve corresponding arithmetic computation exercises. This suggests that aspects other than mathematical skills contribute to problem solving success. The present contribution gives an overview of the research literature on word problems and identifies three factors behind students’ difficulties: (a) word problem attributes, (b) individual capabilities, and (c) environmental factors. We will discuss the impact of each component on word problem solving skills and explain the need to consider all factors when developing efficient intervention programs. Implications in terms of educational practices are also discussed.
      395  414