Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education https://rpd.unibo.it/ <strong>Ricerche di Pedagogia e Didattica (RPD) – ISSN 1970-2221</strong> is an online open access international scientific journal dedicated to study and research on education. It uses a double-blind peer review process and publishes articles in Italian and English. The Journal takes an interdisciplinary and pluri-methodological approach. It offers a place of dialogue for researchers and professionals coming from diverse theoretical and empirical backgrounds, involved in the study of educational phenomena. en-US <p>Copyrights and publishing rights of all the texts on this journal belong to the respective authors without restrictions.</p><p><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a></p><p><br />This journal is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a> (<a href="http://creativecommons.org/licenses/by-nc-nd/3.0/legalcode">full legal code</a>). <br /> See also our <a href="/about/editorialPolicies#openAccessPolicy">Open Access Policy</a>.</p> rpd@unibo.it (Federico Zannoni, Marzia Saglietti) ojs@unibo.it (OJS Support) Tue, 21 Dec 2021 11:48:33 +0100 OJS http://blogs.law.harvard.edu/tech/rss 60 Towards a new technology education. Analyses, challenges, and proposals following a critical-reflexive approach https://rpd.unibo.it/article/view/12218 <p>In several international contexts, the teaching of technology in schools is changing, with the aim of better responding to the demands of young people, to new social and economic expectations, and the needs stemming from the rapid development of the technologies themselves. After a review of the main current trends and the educational questions they pose, the article reflects on the usefulness of introducing a critical-reflexive approach in the teaching of technology, which would give appropriate space also to the social, ethical, economic, and political problems raised by technologies. To this purpose, the article analyzes the possibilities offered by the introduction of new topics in Technology Education curricula, examines the contact points with the field of media education, and presents some opportunities for future developments, both at the educational and research level.</p> Damiano Felini Copyright (c) 2021 Damiano Felini https://creativecommons.org/licenses/by-nc-nd/3.0 https://rpd.unibo.it/article/view/12218 Tue, 21 Dec 2021 00:00:00 +0100 From comics to cinema. Marvel's super-heroines (2000-2020) and educative models https://rpd.unibo.it/article/view/12415 <p>From 2000 to 2020, Marvel Cinematic Universe has brought to the cinema screens the transposition of the plots and some characters of the Marvel comics, conceived from the sixties, producing eighteen official films, some spin-offs, video games, gadgets and merchandising inspired by the movies and achieving international success among young and very young. Sometimes, the transposition from the medium of comics to cinema has involved modifications, differences, significant about the characters, their role, their adventures. This paper proposes the analysis of some female characters present in these filmes, because they can play a deep cultural and educational role, showing adolescents models of identity, relationships, roles. The quantitative and qualitative analysis focuses in particular on the differences and similarities with the models present in the comic and reflects on the representation of the body, on the relationships with the other characters, on the role in the narrative plot.</p> Lisa Brambilla, Marialisa Rizzo, Gabriella Seveso Copyright (c) 2021 Lisa Brambilla, Marialisa Rizzo, Gabriella Seveso https://creativecommons.org/licenses/by-nc-nd/3.0 https://rpd.unibo.it/article/view/12415 Tue, 21 Dec 2021 00:00:00 +0100 “I command thee thou shalt speak”: Understanding and counteracting foreign language anxiety in the classroom https://rpd.unibo.it/article/view/12350 <p>Finché non vengono raggiunti livelli elevati di competenza, gli apprendenti di una lingua non hanno il pieno controllo di ciò che dicono nella lingua target (TL), di come lo dicono e di quale immagine di sé stessi trasmettono. Per questo motivo, l'apprendimento e l'utilizzo di una lingua seconda/straniera (L2) può rappresentare una minaccia per l'immagine di sé. Questo fenomeno rende necessaria una riflessione sulle strategie che possono essere messe in atto per facilitare la partecipazione degli studenti e per ridurre al minimo l'ansia linguistica (FLA) nella classe L2. Dopo aver fornito una panoramica della ricerca su FLA e sul suo impatto sull'apprendimento della L2, consideriamo i vantaggi di un approccio che fa riflettere gli studenti sui fattori affettivi che influiscono sul processo di apprendimento della L2 mentre migliorano le loro competenze linguistiche. Mostriamo poi come questo possa essere realizzato nella pratica didattica presentando due possibili attività che possono essere implementate in classe.</p> Riccardo Amorati, Beatrice Venturin Copyright (c) 2021 Riccardo Amorati, Beatrice Venturin https://creativecommons.org/licenses/by-nc-nd/3.0 https://rpd.unibo.it/article/view/12350 Tue, 21 Dec 2021 00:00:00 +0100 From <em>Biblioteca dei miei ragazzi</em> to <em>Gl’Istrici</em>. Salani’s popular series of books for children https://rpd.unibo.it/article/view/13234 <p>This article traces the history of the Salani publishing house, focusing in particular on two famous series of the 20th century conceived for a young audience: <em>Biblioteca dei miei ragazzi</em> (1931-1955) and <em>Gl'Istrici </em>(1987). Though different from each other and coming from different historical periods, both series, which were very popular and appreciated by Italian readers, have been able to rethink children's literature and to evolve according to the readers' needs. In fact, <em>Biblioteca dei miei ragazzi</em> and <em>Gl'Istrici</em> have based their bibliographical selection not only on aesthetic and literary quality, but also on new proposals, new unconventional stories, frequently of international nature.&nbsp; The series are therefore composed of books for boys and girls, teenagers and children, which are able to modernize the role of the reader and give a new literary and educational value to Italian children's literature through different editorial phases related to the historical moment of reference.</p> Dalila Forni Copyright (c) 2021 Dalila Forni https://creativecommons.org/licenses/by-nc-nd/3.0 https://rpd.unibo.it/article/view/13234 Tue, 21 Dec 2021 00:00:00 +0100 Investigating EFL students’ preferences and beliefs about online vs. face-to-face learning at Birzeit University https://rpd.unibo.it/article/view/13196 <p>Online learning has been internationally implemented in educational institutions due to the corona virus pandemic. This study employed quantitative and qualitative analyses to investigate EFL students’ preferences and beliefs about the online vs face-to- face learning at Birzeit University. Radia’s (2019) questionnaire was adapted and administered to the participants who experienced both types of instruction in Unlock English courses, and open-ended questions were employed to get detailed qualitative data. Quantitative findings revealed that students manifested more positive beliefs about face-to-face (Mean, 3.84) than online learning (Mean, 2.71), which was the best mode for practicing and learning language skills and interacting with teachers and peers. However, qualitative results were innovative since students expressed more comfort through online speaking with others, and online setting was the best option for 56% of the students. This might be an indication for future preferences to online learning.</p> Tagreed Bajes Butros Abed Copyright (c) 2021 Tagreed Bajes Butros Abed https://creativecommons.org/licenses/by-nc-nd/3.0 https://rpd.unibo.it/article/view/13196 Tue, 21 Dec 2021 00:00:00 +0100 Being better together through an inclusive and collaborative approach. Transversal effects of a linguistic education project on 5th and 8th-grade classes https://rpd.unibo.it/article/view/12983 <p>This study compared 7 experimental classes (five 5<sup>th</sup> grade and two 8<sup>th</sup> grade) with 6 control classes (four 5<sup>th</sup>&nbsp; grade and two 8<sup>th</sup> grade) on group well-being and cohesion. The experimental classes followed a linguistic education project which, among its transversal objectives, includes the creation of a positive and inclusive class climate; the control classes followed normal programming. The analysis took place through a self-perception questionnaire, to investigate individual thinking, and a sociometric questionnaire, to investigate the objective relational framework of each class through Social Network Analysis. The groups were compared both entirely and separated into monolingual and multilingual pupils. The results suggest that the Project's methodology is a good starting point for building a peaceful and inclusive environment and for reducing inequalities between pupils.</p> Letizia Lazzaretti Copyright (c) 2021 Letizia Lazzaretti https://creativecommons.org/licenses/by-nc-nd/3.0 https://rpd.unibo.it/article/view/12983 Tue, 21 Dec 2021 00:00:00 +0100 CLIL and Science education. A review for a Language focus in Science teaching https://rpd.unibo.it/article/view/12646 <p>This article aims to review literature on CLIL (Content and Language Integrated Learning) theory and practice, particularly during Science classes using English as a foreign language. In Europe, the CLIL approach – directed at the acquisition of both the additional Language and subject Content – has arisen to promote foreign language learning, but it could also be beneficial for the specific subject education. To support learners in understanding scientific information and taking responsible socio-scientific decisions, Science communication (its verbal language and other representation modes) should be emphasised over facts and formulas and addressed as a key competence. Studying CLIL programmes, which nurture language learning/use within Science education, becomes relevant. As a state of the art this work shows aspects of CLIL emergence and evolution and research gaps, such as CLIL as an educational methodology to enhance Science teaching. This study contributes to research on CLIL Science and language-focused Science education towards scientific literacy.</p> Valentina Piacentini Copyright (c) 2021 Valentina Piacentini https://creativecommons.org/licenses/by-nc-nd/3.0 https://rpd.unibo.it/article/view/12646 Tue, 21 Dec 2021 00:00:00 +0100 Privacy-protective behaviors in the mediatized domestic milieu: parents and the intra- and extra-systemic governance of children’s digital traces https://rpd.unibo.it/article/view/13276 <p>This paper reports on findings from a survey administered to a sample of 290 parents of children aged 0-12 living in the United States, focusing on parents’ intra- and extra-systemic governance strategies adopted to steward their children’s privacy online when adults post about them on social media, here intended as a proxy for social media literacy. Intra-systemic strategies are aimed at controlling parents’ own sharing behavior when sharing about their children; extra-systemic strategies the behavior of people from surrounding systems (i.e., relatives). Based on descriptive statistics and results of a series of logistic regressions, this work reports on factors influencing the adoption of privacy-protective behaviors for digital-footprint management in the mediatized domestic milieu and advances considerations to promote educational and social media literacy interventions for parents.</p> Davide Cino, Ellen Wartella Copyright (c) 2021 Davide Cino, Ellen Wartella https://creativecommons.org/licenses/by-nc-nd/3.0 https://rpd.unibo.it/article/view/13276 Tue, 21 Dec 2021 00:00:00 +0100 The ‘normal event’ of Alberto Manzi’s pedagogical revolution https://rpd.unibo.it/article/view/13844 <p>This article discusses the contribution of Alberto Manzi, pedagogist, teacher and educator, to the pedagogical and educational debate in delineating the profiles of teacher, educator, student and citizen, in short, persons who see education and culture as being instrumental to the process of establishing a just and democratic society. All individual members of such a society must be given the chance, with the help of an appropriate educational pathway, to express and develop their capabilities to the full, and feel themselves free to imagine and to choose how their personal and collective life plan can be pursued, in a perspective of continual change and improvement.</p> <p>&nbsp;</p> Mirca Benetton Copyright (c) 2021 Mirca Benetton https://creativecommons.org/licenses/by-nc-nd/3.0 https://rpd.unibo.it/article/view/13844 Tue, 21 Dec 2021 00:00:00 +0100