Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito
FrancoAngeli Journals

Articoli/Articles

V. 7 N. 2 (2016): ESS - Alignment, attunement, co-activity, co-regulation. Convergent trajectories?

xxx

Inviata
25 dicembre 2016
Pubblicato
09-01-2017

Abstract

xxx

Riferimenti bibliografici

  1. Altet M. (2012). L’apporto dell’analisi plurale dalle pratiche didattiche alla co-formazione degli insegnanti. In P.C. Rivoltella, P.G. Rossi L’agire didattico. La Scuola. Brescia.
  2. Apedoe X.S., & Reeves T.C. (2006). Inquiry-based learning and digital libraries in undergraduate science education. Journal of Science Education and Technology, 15(5), 321-330.
  3. Ausubel D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.
  4. Bauman Z. (1995). Life in Fragments: Essays in Postmodern Morality. New York. Wiley-Blackwell.
  5. Bertagna G. (2016). Dall’esperienza alla ragione, e viceversa. L’alternanza formativa come metodologia dell’insegnamento. Ricerche di Psicologia. 3. 319-360.
  6. Berthoz A. (2009). La simplexité, Paris. Odile Jacob.
  7. Berthoz A. (2013). La Vicariance: Le cerveau créateur de mondes. Paris. Odile Jacob.
  8. Biggs J. & Tang C. (2011). Teaching for Quality Learning at University. Maidenhead. McGraw-Hill and Open University Press.
  9. Biggs, J. (1993). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12, 1, 73-85.
  10. Biggs J. (2003). Teaching for quality learning at university. Buckingham: SRHE/OUP.
  11. Bransford, J.D., Brown, A.L. & Cocking, R.R. (Eds.) (2003). How People Learn Brain, Mind, Experience, and School. Washington D.C. National Academy Press.
  12. Brousseau G. (1983). Théorisation des phenomenes d’enseignements des mathématiques. Bordeaux. PHD Thesis.
  13. Caruana F. (2016). Il cervello in azione. Bologna. Il Mulino.
  14. D’Amore B. (2007). Epistemologia, didattica della matematica e pratiche d’insegnamento. La matematica e la sua didattica. 21, 3. 347-369.
  15. Damiano E. (2011). Jean Piaget. Epistemologia e didattica. Milano. Franco Angeli.
  16. Damiano L. (2009). Unità in dialogo. Un nuovo stile per la conoscenza. Bruno Mondadori. Milano.
  17. Desgagné, S., Larouche H. (2010). Quand la collaboration de recherche sert la légitimation d’un savoir d’expérience. Recherches en Éducation, Hors-séries, 1, 7-18.
  18. Dewey J. (1897). My Pedagogic Creed. School Journal. 54, 77-80.
  19. Durand M., Veyrunes P. (2005). L’analyse de l’activite des enseignants dans le cadre d’un programme d’ergonomie formation. Les Dossiers des sciences de l’´education. 47-60.
  20. Frith C. (2007). Inventare la mente. Milano. Raffaele Cortina.
  21. Fry H. (2009). A handbook for teaching and learning in higher education: Enhancing academic practice. London: Taylor & Francis.
  22. Gallese V. (2009). Mirror Neurons, Embodied Simulation, and the Neural Basis of Social Identification Psychoanalytic Dialogues, 19, 519–536.
  23. Giaconi C., Labate S., & Rossi P.G. (2014). The relationship between Leib and Körper in analysing the action of teaching. ES&S. 5. 1. 67-82.
  24. Hansson T. (2014). Contemporary Approaches to Activity Theory: Interdisciplinary Perspectives on Human Behavior. IGI Global.
  25. Järvilehto, T. (1998a) The theory of the organism-environment system: I. Description of the theory. Integrative Physiological and Behavioral Science. 33, 317–30.
  26. Järvilehto, T. (1998b). The theory of the organism-environment system: II. Significance of nervous activity in the organism-environment system. Integrative Physiological and Behavioral Science 33, 331–38.
  27. Järvilehto, T. (1999). The theory of the organism-environment system: III. Role of efferent influences on receptors in the formation of knowledge. Integrative Physiological and Behavioral Science 34, 90–100.
  28. Järvilehto, T. (2000). The theory of the organism-environment system: IV. The problem of mental activity and consciousness. Integrative Physiological and Behavioral Science 35, 35–57.
  29. Baudouin J.M., & Janette F. (Eds.). (2001). Théories de l'action et éducation. Bruxelles. De Boeck.
  30. Knol M. (2011). Constructivism and post-constructivism: The methodological implications of employing a post-constructivist research approach. Trial lecture.
  31. Latour B. (2004) Politics of nature: how to bring the sciences into democracy. Harvard University Press. Cambridge.
  32. Laurillard D. (2014). Teaching as Design Science. New York. Routledge.
  33. Maturana H.R. & Varela F.J. (1987). L'albero della conoscenza. Milano. Garzanti.
  34. Noë A. (2009). Perché non siamo il nostro cervello. Milano. Raffaello Cortina.
  35. O’Regan J.K. & Noë A. (2001). A sensorimotor account of vision and visual consciousness. Behavioral and Brain Sciences. 24, 4, 939–1031.
  36. Pastré P. (2011). La didactique professionnelle. Approche anthropologique du développement chez l’adulte. Puf. Paris.
  37. Pessoa L., Thompson E. & Noë A. (1998) Finding out about filling in: A guide to perceptual completion for visual science and the philosophy of perception. Behavioral and Brain Sciences 21, 6. 723–802.
  38. Rivoltella P.C. (2011). Neorodidattica. Milano. Raffaele Cortina.
  39. Rivoltella P.C. (2014). Fare didattica con gli EAS. Brescia. La Scuola.
  40. Rivoltella P.C., Rossi P.G. (2012). L’agire didattico. La Scuola. Brescia.
  41. Rizzolatti G., & Sinigaglia C. (2006). So quel che fai. Milano. Raffaello Cortina.
  42. Rossi P.G., Magnoler P., Mangione G.R., Pettenati M.C, & Rosa A. (2016). Initial Teacher Education, Induction, and In-Service Training:Experiences. In K. Dikilitaş, I. H. Erten (eds.) A Perspective of a Meaningful Continuum for Teachers’ Professional Development. In Facilitating In-Service Teacher Training for Professional Development. IGI.
  43. Rossi P.G. (2011). Didattica enattiva. Milano. Franco Angeli.
  44. Rossi P.G. (2015). L’umanesimo che innova. L’era dell’incertezza e dell’autoregolazione. Macerata. Eum.
  45. Rouse J. (2002). Vampires: Social Constructivism, Realism, and Other Philosophical Undead. Division I Faculty Publications. Paper 24.
  46. Schön D. (1983). The Reflective practitioner: how professionals think in action. New York. Basic Books.
  47. Serbati A. & Zaggia C. (2011). Progettazione e sperimentazione di una pratica di validazione dei saperi esperienziali In L. Galliani, C. Zaggia, & A. Serbati (2011) (Eds.), Adulti all’università. Bilancio, portfolio e certificazione delle competenze. Lecce: Pensa Multimedia. 238-272.
  48. Sibilio M. (2014). La didattica semplessa. Napoli. Liguori.
  49. Theureau J. (2004). Cours d’action : méthode élémentaire. Octares. Toulouse.
  50. Thompson, E. (1995). Colour vision: A study in cognitive science and the philosophy of perception. New York. Routledge.
  51. Thompson, E., Palacios, A., & Varela, F. J. (1992). Ways of coloring: Comparative color vision as a case study for cognitive science. Behavioral and Brain Sciences. 15, 1, 1–74.
  52. Varela F., Thompson E., & Rosch E. (1991). The Embodied Mind: Cognitive Science and Human Experience. Boston. MIT Press.
  53. Vasco C.E. (2016). Two contrasting views about the real 21st-Century. Mathematics as currently practiced and taught. In La Matematica e la sua Didattica. Pitagora. Bologna.
  54. Vinatier I., & Numa-Bocage L. (2007). Prise en charge d’un enfant en difficulté de lecture par un maître spécialisé: gestion de l’intersubjectivité et schème de médiation didactique. Revue française de pédagogie. 158, 85-101.
  55. Wehling P. (2006). The Situated Materiality of Scientific Practices: Postconstructivism – a New Theoretical Perspective in Science Studies? Science, Technology & Innovation Studies. Special Issue. 1.
  56. Yvon F., & Durand M. (Eds.) (2012). Réconcilier recherche et formation par l’analyse de l’activité. De Boeck. Bruxelles.

Metriche

Caricamento metriche ...

Puoi leggere altri articoli dello stesso autore/i