Click here to download

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: Language: Italian 
Pages:  4 Pg. 26-29 FullText PDF:  608 KB
DOI:  10.3280/FOR2021-002004
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 

  1. Calvani, A., Come fare una lezione efficace, Carrocci, Roma, 2017.
  2. 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.
  3. 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.
  4. 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. --, 2020.
  5. Mazur E., Peer Instruction: A User’s Manual, Pearson, US, 1998.
  6. 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.
  7. TEAL, Deeper Learning through Questioning. American Institutes for Research. -- Disponibile sul web: (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


FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content