Sviluppo di competenze chiave di cittadinanza e di metacognizione attraverso l'insegnamento di Latino e Greco: percezioni di docenti e studenti della Scuola Secondaria in Spagna e Italia.

Sia accademici che legislatori discutono sull'importanza di metodi di apprendimento e insegnamento innovativi per prevenire l'abbandono scolastico e preparare i futuri adulti ad affrontare contesti sociali sfavorevoli. Ecco perché dal 2006 il Parlamento europeo ha incoraggiato tutti i paesi membri a promuovere nella scuola le competenze chiave di cittadinanza e la metacognizione. Tuttavia, mancano studi specifici sulle lingue classiche nella scuola secondaria. L'obiettivo di questo studio è scoprire quali sono le percezioni degli studenti e degli insegnanti italiani e spagnoli riguardo all'apprendimento e all'insegnamento delle lingue classiche secondo la didattica per competenze. Utilizziamo uno studio di caso di tipo osservativo, con un disegno misto, parallelo, convergente, con 213 studenti e 47 insegnanti. Dal confronto tra i risultati dell'analisi quantitativa e qualitativa che si riferiscono alla metacognizione, comportamenti osservabili e opinioni degli studenti rafforzano l'idea che le concezioni di apprendimento degli studenti influenzano le loro strategie metacognitive. Si conferma anche che alcuni alunni hanno una certa percezione dell'utilità del Latino e del Greco, anche se chiedono uno strumento che possa aiutarli a diventare più consapevoli dello sviluppo delle competenze di cittadinanza attraverso questi studi. In particolare, viene evidenziato che gli studenti spagnoli enfatizzano maggiormente l'utilità dei classici in termini di abilità comunicative, mentre gli studenti italiani sottolineano maggiormente la competenza di "imparare ad imparare". Per quanto riguarda la metacognizione degli insegnanti di classici, si mostra che tali docenti sono abituati a riflettere sul processo di insegnamento e offrono interessanti suggerimenti per migliorare l'insegnamento dei classici.Both academics and legislators discuss the importance of innovative learning and teaching methods to prevent early school leaving and prepare future adults to face unfavorable social contexts. This is why since 2006 the European Parliament has encouraged all member countries to promote key citizenship competences and metacognition at school. However, specific studies on classical languages in secondary school are lacking. The aim of this study is to find out what the perceptions of Italian and Spanish students and teachers are regarding the learning and teaching of classical languages according to competences. We use an observational case study, with a mixed, parallel, convergent design, with 213 students and 47 teachers. By comparing the results of the quantitative and qualitative analysis that relate to metacognition, students 'observable behaviors and opinions reinforce the idea that students' learning conceptions influence their metacognitive strategies. It is also confirmed that some pupils have a certain perception of the usefulness of Latin and Greek, even if they ask for a tool that helps them become more aware of the development of key citizenship competences through these studies. In particular, it is highlighted that the Spanish students emphasize more the usefulness of the classics in terms of communication skills, while the Italian students emphasize more the competence of "learning to learn". As for the metacognition of teachers of classics, it is shown that these teachers are used to reflecting on the teaching process and offer interesting suggestions for improving the teaching of classics

Molecularly Imprinted Polymers for Cell Recognition

Since their conception 50 years ago, molecularly imprinted polymers (MIPs) have seen extensive development both in terms of synthetic routes and applications. Cells are perhaps the most challenging target for molecular imprinting. Although early work was based almost entirely around microprinting methods, recent developments have shifted towards epitope imprinting to generate MIP nanoparticles (NPs). Simultaneously, the development of techniques such as solid phase MIP synthesis has solved many historic issues of MIP production. This review briefly describes various approaches used in cell imprinting with a focus on applications of the created materials in imaging, drug delivery, diagnostics, and tissue engineering

Formative assessment and key competences for a conscious recovery after COVID-19: an Action-Research at a school in Italy to enhance reflection starting from mistakes

The study presents the results of an Action-Research project carried out during the COVID-19 pandemic with Italian teachers of primary, lower and upper secondary schools, interested in monitoring the activity of students in that difficult situation. The purposes of this study were: (a) to demonstrate that the involvement of teachers in the creation of metacognitive tools promotes the use of formative assessment at school; (b) to verify to what extent the use of a metacognitive form makes students more aware of the mistakes made during the test. The results were: (a) teachers showed great enthusiasm in adapting the metacognitive form to their school subject; (b) students pointed out high percentages of appreciation of the form; what is more, a group of students improved in identifying the typology of errors and understood more clearly what they should study in a better way to correct their mistakes; another group noted that their awareness of their strengths in study method had grown; finally, one group highlighted that the skills used during the completion of the form were also useful in other areas of their daily life, not only at school. Both teachers and students appreciated the online version of the tool: the pie charts created automatically by the system, by displaying percentages over typologies of errors made, provided immediate feedback, motivating students more and more. The study shows how much reflection on mistakes can be a source of growth

Italian and Spanish Students’ Perception on Use of Technology in Classrooms of Classics in Secondary School

A society that is becoming increasingly digital must explore new ways of learning. In fact, digital technologies have an impact on the education through the development of more flexible learning environments adapted to the needs of a high-mobility society. To prepare future citizens to the needs of the digital labor market, recent educational reforms in Italy and Spain focused their attention on students’ Digital Competences. Therefore, we are interested in probing how students of classical studies in Italian and Spanish high schools perceive the use of new technologies in the classroom. It is important to investigate classics at school, because traditionally this program is perceived as less useful for employment. We used a qualitative case study methodology and collected data through semi-structured interviews with students from both nationalities. OpenCode software was used to analyse the data. The main content categories identified were: use of technological resources in the classroom, teaching methods, useful Latin and Greek competences for job placement. The results showed that students, especially Italians, perceive a lack of technology usage in the classroom due to teacher-centered instruction prevailing. Moreover, students who use technology in the classroom are not aware of its usefulness in their future job. Conclusions will offer suggestions to students of classics. Una sociedad que cada vez es más tecnológica debe explorar nuevas formas de aprendizaje. De hecho, las tecnologías digitales tienen un impacto en la educación a través del desarrollo de entornos de aprendizaje más flexibles adaptados a las necesidades de una sociedad de alta movilidad. Para preparar a los jóvenes en su futura incorporación al mercado laboral, las recientes reformas educativas en Italia y en España han centrado su atención en las competencias digitales de los estudiantes. Por ello, estamos interesados en investigar cómo el alumnado de estudios clásicos en escuelas secundarias italianas y españolas perciben el uso de las nuevas tecnologías en el aula. Es relevante investigar acerca de los clásicos en la escuela porque tradicionalmente estas materias se perciben como menos útiles para el trabajo. Utilizamos una metodología de estudio de caso cualitativa y recopilamos datos a través de entrevistas semiestructuradas con estudiantes de ambos países. Se utilizó el programa OpenCode para analizar los datos. Las principales categorías de contenido fueron: uso de recursos tecnológicos en el aula, métodos de enseñanza, competencias latinas y griegas útiles para la colocación laboral. Los resultados mostraron que los estudiantes, especialmente los italianos, perciben una falta de uso de la tecnología en el aula y el uso de la enseñanza tradicional expositiva prevalece. Los que usan la tecnología en el aula no son conscientes de la utilidad para su trabajo futuro. Concluimos con sugerencias para estudiantes de lenguas y cultura clásicas

Diagnosis, surgical treatment, and management of borderline ovarian surface epithelial neoplasms: Report of 2 cases and review of literature

AbstractOvarian borderline surface epithelial neoplasms occur infrequently in the pediatric population. Preoperative diagnostic criteria include ultrasound and serum tumor markers with definitive diagnosis made on pathologic examinations intraoperatively. Treatment typically involves resection of the tumor with an emphasis on preserving fertility. Patients diagnosed with borderline tumors generally have a good prognosis; however the possibility of recurrence remains. Two cases of 15 year-old females with borderline ovarian tumors are presented that add to the current literature by highlighting the diagnosis, clinical management, and follow-up postoperatively

In Vivo Recognition of Human Vascular Endothelial Growth Factor by Molecularly Imprinted Polymers

One of the mechanisms responsible for cancer-induced increased blood supply in malignant neoplasms is the overexpression of vascular endothelial growth factor (VEGF). Several antibodies for VEGF targeting have been produced for both imaging and therapy. Molecularly imprinted polymer nanoparticles, nanoMIPs, however, offer significant advantages over antibodies, in particular in relation to improved stability, speed of design, cost and control over functionalization. In the present study, the successful production of nanoMIPs against human VEGF is reported for the first time. NanoMIPs were coupled with quantum dots (QDs) for cancer imaging. The composite nanoparticles exhibited specific homing toward human melanoma cell xenografts, overexpressing hVEGF, in zebrafish embryos. No evidence of this accumulation was observed in control organisms. These results indicate that nanoMIPs are promising materials which can be considered for advancing molecular oncological research, in particular when antibodies are less desirable due to their immunogenicity or long production time

Assessing the in vivo biocompatibility of molecularly imprinted polymer nanoparticles

Molecularly imprinted polymer nanoparticles (nanoMIPs) are high affinity synthetic receptors which show promise as imaging and therapeutic agents. Comprehensive analysis of the in vivo behaviour of nanoMIPs must be performed before they can be considered for clinical applications. This work reports the solid-phase synthesis of nanoMIPs and an investigation of their biodistribution, clearance and cytotoxicity in a rat model following both intravenous and oral administration. These nanoMIPs were found in each harvested tissue type, including brain tissue, implying their ability to cross the blood brain barrier. The nanoMIPs were cleared from the body via both faeces and urine. Furthermore, we describe an immunogenicity study in mice, demonstrating that nanoMIPs specific for a cell surface protein showed moderate adjuvant properties, whilst those imprinted for a scrambled peptide showed no such behaviour. Given their ability to access all tissue types and their relatively low cytotoxicity, these results pave the way for in vivo applications of nanoMIPs