Promuovere didattiche attive all’università. Il contributo del questioning e della peer instruction
Journal Title: FOR - Rivista per la formazione
Author/s: Sebastiano Moruzzi, Luca Ferrari
Year: 2021
Issue: 2
Language: Italian
Pages: 4
Pg. 26-29
FullText PDF: 608 KB
DOI: 10.3280/FOR2021-002004
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- Ciani A., Ferrari, L., Vannini, I. (2020). Progettare e valutare per l’equità e la qualità nella didattica. Aspetti teorici e indicazioni metodologiche, Franco Angeli, Milano, 2020.
- Ferrari, L., Didattiche attive, tecnologie digitali e peer instruction all’Università, in: Le emergenze educative della società contemporanea. Progetti e proposte per il cambiamento, Pensa Multimedia, 1027 –1031, Lecce, 2017.
- Holec, V., Marynowsk, Does It Matter Where You Teach? Insights from a QuasiExperimental Study of Student Engagement in an Active Learning Classroom. Teaching &Amp; Learning Inquiry, 8 (2), 140-64. -- https://doi.org/10.20343/teachlearninqu.8.2.10, 2020.
- Mazur E., Peer Instruction: A User’s Manual, Pearson, US, 1998.
- Naithani, P., Reference framework for active learning in higher education. In AlHawaj, Elali and Twizell (Eds.), Higher Education in the Twenty-First Century: Issues and Challenges, 113-120, Taylor & Francis Group, London, 2008.
- TEAL, Deeper Learning through Questioning. American Institutes for Research. -- Disponibile sul web: https://lincs.ed.gov/sites/default/files/12_TEAL_Deeper_Learning_Qs_complete_5_1_0.pdf (ver. 22.07.2021), 2013.
Sebastiano Moruzzi, Luca Ferrari, in "FOR - Rivista per la formazione" 2/2021, pp. 26-29, DOI:10.3280/FOR2021-002004
