Learning disability at university: a survey through the students’ perspective Marco Nenzioni, Giacomo Guaraldi 318-335 2020-04-30 DOI: https://doi.org/10.13128/form-7576
Maker Education and semplexity. Rethinking education to address emerging complexity Francesca Gratani, Lorenza Maria Capolla 101-111 2023-02-04 DOI: https://doi.org/10.36253/form-13643
The construction of core contents as a shared scientific practice. Methodologies for transformation of degree program design Loretta Fabbri 61-69 2018-12-31 DOI: https://doi.org/10.13128/formare-24614
How to teach pupils to read. Presentation of a methodology Luciana Ventriglia 374-384 2016-07-31 DOI: https://doi.org/10.13128/formare-17928
How to organize a maths e-book for vocational training schools Damiano Trombini 249-259 2016-04-30 DOI: https://doi.org/10.13128/formare-17901
Digital practices in primary school: is the pupil protagonist? Francesco Fabbro, Alberto Agosti, Elaine Correa 68-81 2017-04-30 DOI: https://doi.org/10.13128/formare-20195
The Flipped Learning approach: quantitative research on the perception of Italian teachers Alessia Bevilacqua, Raúl Santiago Campión 405-422 2019-07-31 DOI: https://doi.org/10.13128/formare-25174
Construction of a narrative network aimed at implementing inclusive processes Francesca Salis 79-90 2016-12-31 DOI: https://doi.org/10.13128/formare-19125
Participatory Didactics and the role of feedback through game-based technologies Maria Iavarone, Francesco Lo Presti, Orazio Stangherlin 176-189 2017-04-30 DOI: https://doi.org/10.13128/formare-20239
Prevent and counter bullying and cyberbullying through the SEP device: sensitize, educate, protect. Results of an investigation Loredana Perla, Ilenia Amati, Rosa Palermo 152-168 2022-04-30 DOI: https://doi.org/10.36253/form-12601
Training the design skills based on the Agire educativo paradigm. The laboratories at the Sciences of Education Degree courses (L19) Loredana Perla, Laura Sara Agrati 145-168 2020-07-31 DOI: https://doi.org/10.13128/form-8912
