La dimensione emozionale nel processo di insegnamento-apprendimento

L’apprendimento è un processo che esaurisce il suo obbligo istituzionaledalla scuola primaria alla scuola secondaria di secondo grado. Le difficoltàche si possono incontrare durante gli anni scolastici, nonostante siano didiversa natura, hanno ricadute dirette sul rapporto che il soggetto instauracon la disciplina di studio e, sebbene non vi sia una sistematica relazione trail modo in cui essa venga percepita e la prestazione che ne deriva, la ricercaha evidenziato l’importanza della dimensione emozionale nel momentoin cui viene certificata una competenza in un contesto educativo. Essa influiscefortemente sull’intero processo di insegnamento-apprendimento eporta lo studente a percepire se stesso ed il contesto a seconda delle situazioniesperite. La percezione del rapporto tra i due si costruisce e si modificaanch’essa in base alle emozioni, ai sentimenti e agli stati d’animo vissutiquotidianamente dal soggetto. Tali aspetti possono condizionare tanto laconcezione delle singole discipline, quanto quella dell’intera esperienzascolastica. Comprendere e analizzare il rapporto emozionale tra lo studenteed il sapere deve essere interesse deontologico di qualsiasi insegnante,il quale svolge un ruolo fondamentale di mediazione. In questo modo è realmente possibile aiutare l’alunno a vivere l’esperienza scolastica in maniera positiva, senza il rischio di promuovere in lui sentimenti ed emozioni ostacolanti. Nel panorama pedagogico-didattico è possibile individuare una chiara denuncia del generale e graduale disagio degli studenti nei confronti delle diverse discipline di studio. Questo problema, infatti, ha ricadute dirette sul tema della dispersione scolastica e su quello dell’educazione permanente. Entrambi gli aspetti pongono al centro l’individuo e la necessità di salvaguardarne la sua continua formazione, tanto nel corso degli anni scolastici, quanto al temine degli stessi

“Student Voice: uno strumento per raccogliere il punto di vista degli alunni con Sindrome di Down sull’integrazione scolastica”

The Student Voice approach in educational research simples listening to students and taking into account their opinions in order to consider their points of view in research and in changes for education policies. In the field of inclusive education this issue is particularly relevant as it makes research methods more participative and inclusive. It is also a very demanding because it requires data collection instruments that can give voice to all students –also students with disabilities- in a reliable way.In this research project a digital instrument for interviewing in structured way students with intellectual disabilities and communication difficulties has been developed. The instrument was created and tested with the collaboration of the Italian Association of Persons with Down Syndrome and experts in the field of Augmentative and Alternative Communication. The interview has been conceived on 4 different levels that can be chosen according to the students‘ intellectual and communicative abilities. On the first level the student works autonomously and answers open questions; on the fourth level a teacher guides him through multiple choice questions represented through images and symbols. The investigated topics are: activities in class, push and pull out and socialization within and outside school. The article describes the way the instrument has been created and tested.The Student Voice approach in educational research simples listening to students and taking into account their opinions in order to consider their points of view in research and in changes for education policies. In the field of inclusive education this issue is particularly relevant as it makes research methods more participative and inclusive. It is also a very demanding because it requires data collection instruments that can give voice to all students –also students with disabilities- in a reliable way.In this research project a digital instrument for interviewing in structured way students with intellectual disabilities and communication difficulties has been developed. The instrument was created and tested with the collaboration of the Italian Association of Persons with Down Syndrome and experts in the field of Augmentative and Alternative Communication. The interview has been conceived on 4 different levels that can be chosen according to the students‘ intellectual and communicative abilities. On the first level the student works autonomously and answers open questions; on the fourth level a teacher guides him through multiple choice questions represented through images and symbols. The investigated topics are: activities in class, push and pull out and socialization within and outside school. The article describes the way the instrument has been created and tested

Didattica e inclusione scolastica - Inklusion im Bildungsbereich

The inequalities in education, which have also been exposed by the pandemic, highlight the need for alternatives and new horizons. The seventh edition of the conference series "Didattica e Inclusione Scolastica – Inclusion in Education", which was organized for the first time under the direction of the Competence Center for Inclusion in Education of the Free University of Bozen-Bolzano, offered a space to deal with the priorities of a just and inclusive education during this time. This volume opens up a dialogue on inclusive didactics, which builds a bridge between german- and Italian-speaking traditions through its multilingual and intercultural orientation. The twelve contributions open up from different perspectives theoretical references, methods and instruments for the development of an inclusive school with a special focus on didactics.Die Ungleichheiten im Bildungsbereich, die auch durch die Pandemie zutage getreten sind, verdeutlichen die Notwendigkeit von Alternativen und neuen Horizonten. Die siebte Ausgabe der Tagungsreihe „Didattica e Inclusione Scolastica – Inklusion im Bildungsbereich“, welche erstmals unter der Leitung des Kompetenzzentrums für Inklusion im Bildungsbereich der Freien Universität Bozen veranstaltet wurde, bot einen Raum zur Auseinandersetzung mit den Prioritäten einer gerechten und inklusiven Bildung in dieser Zeit. Dieser Band eröffnet einen Dialog über inklusive Didaktik, der durch seine mehrsprachige und interkulturelle Ausrichtung eine Brücke zwischen deutsch- und italienischsprachigen Traditionen schlägt. Die zwölf Beiträge erschließen aus unterschiedlichen Blickwinkeln theoretische Bezüge, Methoden und Instrumente für die Entwicklung einer inklusiven Schule mit besonderem Augenmerk auf die Didaktik.Le disuguaglianze in ambito educativo, emerse anche a causa della pandemia, indicano la necessità di alternative e nuovi orizzonti. La settima edizione del Convegno “Didattica e Inclusione Scolastica – Inklusion im Bildungsbereich”, organizzato per la prima volta dal Centro di Competenza per l’Inclusione Scolastica della Libera Università di Bolzano, ha voluto creare uno spazio per mettere a fuoco le priorità per un’educazione equa ed inclusiva in questo tempo. Con questo volume si dà avvio ad un dialogo sulla didattica inclusiva che si fa plurilingue ed interculturale, creando un ponte fra le tradizioni di lingua italiana e tedesca. I dodici contributi presenti delineano, da prospettive diverse, riferimenti teorici, metodologie e strumenti per lo sviluppo della scuola inclusiva, con un’attenzione particolare alla dimensione didattica

Didattica e inclusione scolastica - Inklusion im Bildungsbereich

The inequalities in education, which have also been exposed by the pandemic, highlight the need for alternatives and new horizons. The seventh edition of the conference series "Didattica e Inclusione Scolastica – Inclusion in Education", which was organized for the first time under the direction of the Competence Center for Inclusion in Education of the Free University of Bozen-Bolzano, offered a space to deal with the priorities of a just and inclusive education during this time. This volume opens up a dialogue on inclusive didactics, which builds a bridge between german- and Italian-speaking traditions through its multilingual and intercultural orientation. The twelve contributions open up from different perspectives theoretical references, methods and instruments for the development of an inclusive school with a special focus on didactics

Differential effects of methyl jasmonate on growth and division of etiolated zucchini cotyledons

Measurements of the jet energy calibration and transverse momentum resolution in CMS are presented, performed with a data sample collected in proton-proton collisions at a centre-of-mass energy of 7TeV, corresponding to an integrated luminosity of 36pb-1. The transverse momentum balance in dijet and γ/Z+jets events is used to measure the jet energy response in the CMS detector, as well as the transverse momentum resolution. The results are presented for three different methods to reconstruct jets: a calorimeter-based approach, the "Jet-Plus-Track" approach, which improves the measurement of calorimeter jets by exploiting the associated tracks, and the "Particle Flow" approach, which attempts to reconstruct individually each particle in the event, prior to the jet clustering, based on information from all relevant subdetectors

The regulation of cortical neurogenesis.

The mammalian cerebral cortex is the pinnacle of brain evolution, reaching its maximum complexity in terms of neuron number, diversity and functional circuitry. The emergence of this outstanding complexity begins during embryonic development, when a limited number of neural stem and progenitor cells manage to generate myriads of neurons in the appropriate numbers, types and proportions, in a process called neurogenesis. Here we review the current knowledge on the regulation of cortical neurogenesis, beginning with a description of the types of progenitor cells and their lineage relationships. This is followed by a review of the determinants of neuron fate, the molecular and genetic regulatory mechanisms, and considerations on the evolution of cortical neurogenesis in vertebrates leading to humans. We finish with an overview on how dysregulation of neurogenesis is a leading cause of human brain malformations and functional disabilities

Shape, transverse size, and charged-hadron multiplicity of jets in pp collisions at sqrts=7;TeV sqrt {s} = 7;TeV

Measurements of jet characteristics from inclusive jet production in proton-proton collisions at a centre-of-mass energy of 7 TeV are presented. The data sample was collected with the CMS detector at the LHC during 2010 and corresponds to an integrated luminosity of 36 inverse picobarns. The mean charged hadron multiplicity, the differential and integral jet shape distributions, and two independent moments of the shape distributions are measured as functions of the jet transverse momentum for jets reconstructed with the anti-kT algorithm. The measured observables are corrected to the particle level and compared with predictions from various QCD Monte Carlo generators.Comment: Replaced with published version. Added journal reference and DOI. Supplementary data tables availabl