QuaderniCIRD 25 (2022)


Sommario

Michele Stoppa
Presentazione

Prima Parte

Beatrice Bove, Eleonora Doz, Alessandro Cuder, Sandra Pellizzoni, Maria Chiara Passolunghi
Potenziare l’apprendimento matematico con il nuovo dispositivo digitale “MagiCal”: uno studio pilota

Alan Mattiassi, Andrea Ghirarduzzi, Giovanni Bacaro
L’Universal Game Design for Learning: una metodologia innovativa da integrare nei curricola scolastici e universitari

Mariarosaria Tortora
Alla ricerca degli elementi smarriti: un gioco come strumento per sviluppare un percorso di apprendimento

Franco C. Grossi
La Master School in Yachts & Cruise Vessels Design dell’Università degli Studi di Trieste: tre progetti pratici

Seconda Parte

Recensioni

Gianfranco Battisti
Recensione. GERRING J., APFELD B., WIG T., FORØ TOLLEFSEN A., 2022, The Deep Roots of Modern Democracy. Geography and the Diffusion of Political Institutions, Cambridge, Cambridge University Press, 360 pp.

Michele Stoppa
Recensione. ASOCIACIÓN ESPAÑOLA PARA LA ENSEÑANZA DE LAS CIENCIAS DE LA TIERRA (aepect) 2021, Enseñanza de las Ciencias de la Tierra (ECT) – Monográfico Dinosaurious, vol. 29.1

In memoriam

Nadia Gasparinetti, Patrizia Nitti, Luciana Zuccheri
In memoriam. Patrizia Dall’Antonia

Notizie

Maria Teresa Musacchio, Paolo Quazzolo, Monica Randaccio, Mauro Rossi, Michele Stoppa
Notizia. Presentazione del volume di Monica Randaccio “Drama translation: theory and practice” (Trieste, Università degli Studi, 24 maggio 2023)

Tutorial

Cristiano Landucci
Tutorial. L’utilizzo dell’interfaccia di ricerca per l’Indice generale della rivista QuaderniCIRD

 

 

Details

QuaderniCIRD n. 25 (2022)

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

Condirettore:
Luciana Zuccheri

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

Revisione sunti in Inglese:
Monica Randaccio

Numero a cura di:
Michele Stoppa
Luciana Zuccheri
Paolo Sorzio

Browse

Recent Submissions

Now showing 1 - 5 of 11
  • Publication
    QuaderniCIRD 25 (2022)
    (2023)
      260  1088
  • Publication
    La Master School in Yachts & Cruise Vessels Design dell’Università degli Studi di Trieste: tre progetti pratici
    (2023)
    Grossi, Franco C.
    The Master School in Yachts and Cruise Vessels Design of the University of Trieste has trained numerous architects, engineers and designers in naval and nautical design and has represented the continuation of the Imperial and Royal Nautical School (das Kaiserliche Königliche Nautische Schule), which was founded in Trieste in 1817. Furthermore, course of study sought to emphasise the maritime and seafaring vocation of Trieste for various reasons: the presence in the city of the world’s largest cruise ship builder, the Fincantieri; the annual running of the ‘Barcolana’, the largest sailing regatta in the world; and finally, the importance of the port of Trieste, the largest port for freight traffic in Italy. Three practical projects are also illustrated. They were prepared by some Masters students in order to support their theoretical preparation. The first concerns a parking ship to support maritime cities; the second a motor boat designed for disabled people; the third an innovative vaporetto for Venice.
      219  105
  • Publication
    Alla ricerca degli elementi smarriti: un gioco come strumento per sviluppare un percorso di apprendimento
    (2023)
    Tortora, Mariarosaria
    This paper reports an educational activity regarding the periodic table. This activity consists of a structured game path, known as an Escape room, in which first-year students of technical schools are divided into groups and asked to solve puzzle games, each related to the other, in order to lead them to a common aim. The importance of the various phases, including student involvement, debriefing and restitution, are discussed. The activity can be used both as consolidation of previous knowledge and as a catalyst for knowledge development in the discipline.
      112  261
  • Publication
    L’Universal Game Design for Learning: una metodologia innovativa da integrare nei curricola scolastici e universitari
    (2023)
    Mattiassi, Alan
    ;
    Ghirarduzzi, Andrea
    ;
    Bacaro, Giovanni
    Novel educational technologies and methodologies that create enthusiasm among students and promote learner engagement are becoming instructional priorities across all disciplines of STEM (Science, Technology, Engineering, and Mathematics). For example, Game-Based Learning has established itself as a methodology that addresses students engagement at different levels (student-centered learning, constructivist approach, shared social experience, systems thinking and so on). In this paper we show a generalized Game Design Methodology (GDM), which consists of four phases and includes the basic principles of the Universal Design for Learning (UDL) framework. Each phase of the proposed Universal Game-Design for Learning (UGDL) method is designed to allow students and teaching staff to develop the game and assess its progress throughout the entire process.
      246  666
  • Publication
    Potenziare l’apprendimento matematico con il nuovo dispositivo digitale “MagiCal”: uno studio pilota
    (2023)
    Bove, Beatrice
    ;
    Doz, Eleonora
    ;
    Cuder, Alessandro
    ;
    PELLIZZONI, SANDRA
    ;
    PASSOLUNGHI, MARIA CHIARA
    The present pilot study aims to develop and evaluate the effects of a new digital device – the calculator MagiCal – in enhancing children’s math learning. MagiCal is designed to integrate the symbolic and non-symbolic representation of numbers, as well as motor activity Twenty-nine children from second grade were randomly assigned to a training group with MagiCal or to an active control group (literacy training). Children’s math abilities (math fluency, written computation, and number comparison), math anxiety and test anxiety were measured before and after the training. Compared to the active control group, the children of the MagiCal group demonstrated a significant improvement in math fluency and written computation. However, no differences were observed in comparing numbers, math anxiety and text anxiety in the two groups.
      134  160