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.), Automating Instructional Design: Computer-Based Development and Delivery Tools (pp. 101-129). New York: Springer-Verlag. Hershkovitz, A., Baker, R. S.J.d., Gobert, J., Wixon, M., Sao Pedro, M. (2013). Discovery with Models: A Case Study on Carelessness in Computer-based Science Inquiry. American Behavioral Scientist, 57 (10), 1480-1499. Hill, J., & Land, S. (1998). Open-ended learning environments: A theoretical framework and model for design. In M. Simonsen (Ed.), Proceedings of Selected Research and Development Presentations at the National Convention of the

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, 7(589), 1-9. La Marca, A. (2014). The development of a questionnaire on metacognition for students in secondary school. In Proceedings of EDULEARN14 Conference 7th-9th July 2014 (pp. 676-691). Barcelona: IATED. La Marca, A. (2015). Learning Self-Regulation Processes and Guidance Didactics. Pedagogia Oggi, 1, 115-137. Lasley, T. J., Walker, R. (1986). Time-on-task: How teachers can use class time more effectively. NASSP Bulletin, 70(490), 59-64. Leonard, L. J. (1999). Towards Maximizing Instructional Time: The Nature and Extent of Externally-Imposed Classroom

success and failure. New York, NY: Cambridge University Press. Dewey J. (1981), Esperienza e educazione, tr. it., La Nuova Italia, Firenze. Foster, A. L. (2007). Immersive education’submerges students in online worlds made for learning. Chronicle of HigherEducation, 54(17), A22. Fraser, B. J. (1998). Classroom environment instruments: development, validity and applications. Learning EnvironmentsResearch, 1, 7-33. Frauenfelder, E. Z. (1983). La prospettiva educativa tra biologia e cultura. Liguori. Gardner, M., Gánem-Gutiérrez, A., Scott, J., Horan, B., & Callaghan, V. I

motivazione allo studio: prove di valutazione per ragazzi dagli 8 ai 15 anni. Trento: Erickson. Emili, E., & Gaggioli, C. (2017). Digital and inclusive environment. Form@Re - Open Journal Per La Formazione In Rete , 17(1), 49-67. doi:10.13128/formare-20164 European Agency for Development in Special Needs Education. (2013). Nuove Tecnologie per l’inclusione. Information and communication technology for inclusion. ICT4I. Sviluppi e opportunità per i paesi europei. Odense: Danimarca. Falcinelli, F., & Gaggioli, C. (2016). The use of video in educational research and

York: HarperCollins. Marzano, M. (2015). Papà, mamma e gender. Torino: Utet. McIntosh, C.A. & Finkle, J.L. (1995). The Cairo Conference on Population and Development: A New Paradigm?, POPULATION AND DEVELOPMENT REVIEW , 21(2), 223-260. Meyrowitz, J. (1985). No Sense of Place. The Impact of the Electronic Media on Social Behavior . Oxford: Oxford University Press. Miriano, C. (2011). Sposati e sii sottomessa. Pratica estrema per donne senza paura. Firenze: Vallecchi. Miriano, C. (2016). Quando eravamo femmine. Lo straordinario potere delle donne. Venezia

: Carocci. Santoianni, F. (2004). La ricerca nelle scienze bioeducative. In E. Frauenfelder, F. Santoianni & M. Striano, Introduzione alle scienze bioeducative (33-70). Roma-Bari: Laterza. Santoianni, F. (2006). Educabilità cognitiva. Apprendere al singolare, insegnare al plurale. Roma: Carocci. Santoianni, F. (2007). Bioeducational Perspectives on Adaptive Learning Environments. In F. Santoianni, C. Sabatano (Eds.), Brain Development in Learning Environments. Embodied and Perceptual Advancements (83-96). Cambridge: Cambridge Scholars Publishing. Santoianni, F. (2010

-based architecture for haptic interaction. In Serious Games and Edutainment Applications (pp. 149-167. London: Springer. Birchfield, D. & Megowan-Romanowicz, C. (2009). Earth science learning in SMALLab: A design experiment for mixed reality. Computer-Supported Collaborative Learning, 4(4),403-421. Boletsis, C. & McCallum, S. (2013). The table mystery: An augmented reality collaborative game for Chemistry education. In (Eds.) M. Minhua, M. F. Oliveira, S. Petersen & J. Baalsrud Hauge. Proceedings of Serious Games Development and Applications: 4th International Conference

–317. doi: 0949-149X/91 De Grez, L. (2009). Optimizing the instructional environment to learn presentation skills. Dissertation: Universiteit Gent. DeLucenay, A. J., Conn, K. M., & Corigliano, A. (2017). An evaluation of the impact of immediate compared to delayed feedback on the development of counselling skills in pharmacy students. Pharmacy Education, 17 (1), 322-328. http://pharmacyeducation.co.uk/pharmacyeducation/article/viewFile/480/447 Dihoff, R. E., Brosvic, G. M., Epstein, M. L., & Cook, M. J. (2004). Provision of feedback during preparation for academic

on children’s and adolescents’ cognition. New Directions for Child & Adolescent Development , 139, 41-50. Bodill, K., & Roberts, L. D. (2013). Implicit theories of intelligence and academic locus of control as predictors of studying behaviour. Learning & Individual Differences , 27, 163-166. Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality , 37(4), 319. Cheng, M.-T., & Annetta, L. (2012). Students’ learning outcomes and learning