Issue 1/2025 La pedagogia come scienza fra teoria ed empiria
Editoriale/Editorial
- Michele Corsi, Massimiliano Stramaglia, Rosabel Roig-Vila, Vicent Martines Peres, Luca Girotti, Tommaso Farina, La pedagogia come scienza fra teoria ed empiria
- Michele Corsi, Massimiliano Stramaglia, Rosabel Roig-Vila, Vicent Martines Peres, Luca Girotti, Tommaso Farina, Pedagogy as a science between theory and empiricism
Articles/Articoli
- Renata Viganò, Ripensare il ruolo della ricerca educativa nei sistemi complessi (Rethinking educational research in complex systems)
- katia Montalbetti, Rileggere Raymond Buyse oggi. Riflessioni critiche e prospettive (Rereading Raymond Buyse Today: Critical Reflections and Future Perspectives)
- Tiziana Chiappelli, Sabina Leoncini, Evaluating Educational Impact for Social Inclusion and Competence Development: Longitudinal Data, Evidence Based Policy, and Pedagogical Science in the Spirit of Raimond Buyse
- Luca Girotti, La metodologia della ricerca educativa come ambito di sviluppo epistemologico (The methodology of educational research as a field of epistemological development)
- Valeria Di Martino, Implementation Fidelity as a Multidimensional Construct: Implications for Educational Research and Practice
- Rosa Vegliante, Alfonso Pellecchia, Sergio Miranda, Cause e soluzioni della dispersione scolastica in Campania: le determinanti delle opinioni di studenti ed insegnanti (Causes and solutions of school dropout in Campania: The determinants of the opinions of students and teachers)
- Raffaella Biagioli, Antonella Grilli, Maria Grazia Proli, Fabrizio Rozzi, La dispersione scolastica: un dispositivo pedagogico per la prevenzione del fenomeno (Early school leaving: A pedagogical device for preventing the phenomenon )
- Sandra Chistolini, Bernd Wagner, Historical learning processes of primary school children in museum collections: Results of an Italian-German research project
- Valentina Grion, Irene Gianeselli, Women’s Empowerment as an Emerging Dynamic in Italy’s Largest Telematic University
- Fabrizio d'Aniello, The inclusive signification of work experience in the era of the fourth industrial revolution
- Ilaria D'Angelo, Special Pedagogy trajectories in the Life Project: A scientific analysis starting from transition phases
- Angela Arsena, Ipotesi, congetture e fatto educativo (Hypotheses, conjectures, and the educational fact)
- Tommaso Farina, Didattica partecipata e apprendimento situato nella scuola primaria. Una ipotesi di progettazione fra educazione civica e riqualificazione urbana (Participatory teaching and situated learning in elementary school. A design hypothesis between civic education and urban redevelopment)
- Maria Buccolo, Valerio Ferro Allodola, Educating emotions and dialogue through picturebooks: A research-training path in early childhood 0-6
- Alessia Ale* Santambrogio, Fare ricerca pedagogica con studenti trans*. Una proposta metodologica trans*-affermativa e trans*-posizionata (Doing Educational Research with Trans* Students. A Trans*-Affirmative and Trans*-Positioned Methodological Proposal)
- Paolo Sorzio, Towards a “practice-based evidence” approach. The relational expertise model to promote public engagement between research and educational practice
- Valentina Pastorelli, Pedagogia come scienza. Tra metodi empirici, epistemologia ed etica dell’educazione nell’era della “Società 5.0” (Pedagogy as a Science. Between Empirical Methods, Epistemology, and the Ethics of Education in the Era of “Society 5.0”)
- Alice Femminini, Anna Salerni, Irene Stanzione, Passare in rassegna i risultati della ricerca pedagogica: orientamenti metodologici e approccio riflessivo (Reviewing the results of pedagogical research: Methodological orientations and reflective approach)
- Nicole Murroni, Silvia Cau, Marta Pellegrini, Il Multi-Tiered System of Support (MTSS): origini, caratteristiche e applicabilità in Italia (The Multi-Tiered System of Support (MTSS): Origins, charac-teristics, and applicability in Italy)
- Giorgia Rita De Franches, Elif Gulbay, Improving student wellbeing and learning through serious games and active breaks
- Maria Vincenza Raso, Modéliser l’agir éducatif dans la gestion des conflits. Enjeux méthodologiques et défis pédagogiques (Modelling educational action in conflict management. Methodological issues and educational challenges)
- Ferdinando Cereda, Embodied learning in the Society 5.0: Physical literacy as an epistemological framework for contemporary physical education
- Zoran Lapov, Osservare etnograficamente i processi formativi (Observing ethnographically educational processes)
- Daniela Marzano, La formazione degli insegnanti sull’uso delle TIC nella didat-tica e l’integrazione di AI e GAI: un’analisi critica tra passato e prospettive future (Teacher training on the use of ICT in teaching and the integration of AI and GAI: A critical analysis between the past and future perspectives)
- Michele Zedda, Notes on the relevance of the comparative method
- Angela Arsena, Giada Prisco, Grazia Romanazzi, Oltre le gabbie: motivazioni, aspettative, percezioni e speranze del corpo docente in formazione (Beyond the cages: Motivations, expectations, perceptions and hopes of teachers-in-training)
Alia
- Tommaso Farina, Exploring adolescence, street education, and detached youth work European origins through Franc Roddam’s Quadrophenia
- Davide Cartuccia, La prigionia dello schiavo liberato: epistemologia, pedagogia e neoliberismo (The emprisonment of the freed slave: Epistemology, pedagogy and neoliberalism)