Book review

A review of my book has been published on Amazon.

It can be found here:

Simulation and Learning A Model-Centered Approach

The reviewer is doctor James Hadley, Instructional Designer at The Boeing Company, specialized in designing PC-based instructional simulation for technical or strategic training.

Thanks Jim!

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Master 2015 “Le nuove competenze digitali”

Il Master è istituito presso il Dipartimento di Scienze dell’Educazione e Psicologia dell’Università degli Studi di Firenze, avvalendosi dell’esperienza e della lunga tradizione di ricerca del Laboratorio di tecnologie dell’educazione (LTE), guidato dal professor Antonio Calvani. Uno degli elementi di distinzione del master è la presenza di un modulo dedicato all’Instructional Design e alla progettazione didattica.

 Locandina: Locandina-Master-FI-2014-15Fare clic per ingrandire

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Conference presentation

Here are the slides I used to assist my presentation at the Innovation in Science Education conference:

If you’d like a more detailed account, please check out my previous post.

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Innovation in science education

The conference “Innovation in science education in primary school and kindergarten: At the crossroads of science and humanities” will be held on November 21-22, 2014, at the University of Modena and Reggio Emilia, in Italy.

I will be there to give a talk entitled “The role of mental simulation in understanding and creating scientific concepts”.

Hereafter is the abstract of my talk:

Concept comprehension can be examined at different levels of analysis. In instructional contexts, it has mostly been identified with the ability to recognize the instances of a concept, and to differentiate it from other similar concepts. An additional level of complexity is that of representing the map of relations among concepts. In this presentation, I argue that a third level of processing is required for the understanding and use of scientific concepts, i.e., that of mental simulation, a unique cognitive capacity which is grounded on sensorimotor experience and also requires a continuous interaction between simulation and language. Simulation-language interaction might be facilitated by the use of figurative language, analogies and narratives, but might be hampered by a lack of motivation and working memory resources.

If you happen to be there, don’t miss this unique conference which will be combine different perspectives on the important topic of science education for children.

science-experiment

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Simulation and mental models

Added full-text paper of  Simulation And Learning: The Role of Mental Models, published in Norbert Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 3072-3075). New York, NY: Springer.

978-1-4419-1427-9_Vol1.indd

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Educazione scientifica e linguistica cognitiva

Vi segnalo su Form@re – Open Journal per la formazione in rete, la mia recensione di un interessante e bel libro sull’educazione scientifica nella scuola primaria:

Federico Corni (a cura di), Le scienze nella prima educazione. Un approccio narrativo a un curricolo interdisciplinare. 

Buona lettura, della recensione, ma soprattutto del libro, un riuscito tentativo di integrare insegnamento delle materie scientifiche e linguistica cognitiva in un approccio didattico innovativo e stimolante.

science-art

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Book review

A review of my book has been published in the journal Educational Technology & Society. It can be found here:

Ifenthaler, D. (2014). Book review: Simulation and Learning: A Model-Centered Approach.

The reviewer is professor Dirk Ifenthaler, Director of the Centre for Research in Digital Learning at Deakin University, Australia. Professor Ifenthaler is the author of important research articles on mental models, problem solving, and digital knowledge maps. See more on his website!

Science Lab

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Presentazione Congresso SIe-L 2013

Il 12 e 13 dicembre si è svolto a Roma il IX Convegno della Società Italiana di E-learning (SIe-L) dal titolo Politiche, Formazione, Tecnologie.  Il convegno ha testimoniato la grande vitalità e lo spirito di continuo rinnovamento della SIe-L, il cui focus di interesse si è andato gradualmente allargando dagli aspetti tecnologici dell’e-learning a quelli più generali e strategici della qualità della didattica e dell’impatto delle nuove tecnologie sull’economia del Paese.

Ho avuto il piacere di presentare un mio intervento dal titolo:

Facendo clic sul link potete scaricare le slide.

Ho proposto che i processi cognitivi coinvolti nell’apprendimento possono essere analizzati alla luce del concetto di simulazione mentale, oggetto di studio in molte aree delle scienza cognitiva. Ma quali sono le similiarità e le differenze fra la simulazione “in silico” e quella mentale? E come possono questi due tipi di simulazione integrarsi per facilitare ed estendere i processi mentali degli studenti nella comprensione dei concetti scientifici? La risposta a queste domande richiede una rinnovata attenzione al computer come “strumento per pensare” e ai processi mentali sottostanti l’apprendimento dei concetti scientifici.

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Science and Language

I’ve given a talk at the workshop entitled “Science and Language The Art and Science of Science Communication“, which has been held on the 22th of November at the University of Modena and Reggio Emilia.

Here you can find my presentation:

The aim of the talk was to provide teachers with insights into making scientific narratives more meaningful for students.

Unimore

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Simulation and Evidence-Based Education: Scientific Research and Open Questions

In his book “Visible Learning”, John Hattie assigned an effect size of d=0.33 to instructional simulation—i.e., below the d=0.40 hinge point considered to be of relevant practical value for instructional methods. Yet, how might this value be interpreted, in light of studies conversely highlighting the instructional potential of simulation as a teaching and learning method? One way to explore this apparently conflicting evidence is to examine the misconceptions and methodological flaws that are frequently encountered in this research field, which make it difficult to collect a coherent base of evidence on simulation’s instructional effectiveness. Some factors potentially influencing this type of effectiveness are: students’ prior domain-knowledge, degree of cognitive scaffolding, and the “opacity” of the underlying simulation model. Discover more here.

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