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R. Stella
University of Bari
10Publications
4H-index
51Citations
Publications 10
Newest
Published on May 1, 2013in Physics Education
Vittorio Picciarelli7
Estimated H-index: 7
(University of Bari),
Giovanna Selvaggi1
Estimated H-index: 1
(Istituto Nazionale di Fisica Nucleare),
R. Stella4
Estimated H-index: 4
(University of Bari)
This paper presents an interactive system designed to facilitate the effective management of both knowledge consolidation and (self-)assessment of the progress made in the learning of physics by upper secondary school students. Via a specific multiple-choice test database, the system proposes several learning paths designed and implemented in an e-learning Moodle environment. In addition to describing the features of the system and the different modes which may be chosen by both teachers and stu...
2 Citations Source Cite
Published on Jul 1, 2010in Physics Education
Vittorio Picciarelli7
Estimated H-index: 7
(University of Bari),
R. Stella4
Estimated H-index: 4
(University of Bari)
The topic of coupled oscillations is rich in physical content which is both interesting and complex. The study of the time evolution of coupled oscillator systems involves a mathematical formalization beyond the level of the upper secondary school student’s competence. Here, we present an original approach, suitable even for secondary students, to investigate a coupled pendulum system through a series of carefully designed hands-on and minds-on modelling activities. We give a detailed descriptio...
3 Citations Source Cite
Vittorio Picciarelli7
Estimated H-index: 7
,
M. Di Gennaro1
Estimated H-index: 1
+ 1 AuthorsR. Stella4
Estimated H-index: 4
In this study we report data on the role played by cognitive factors in mathematics learning. A total of 54 Italian seventh‐grade students were tested to determine their cognitive characteristics, intellectual development and cognitive style. These variables, together with the students’ gender, were correlated to the score results in two multiple‐choice tests on rational number concepts (RNC) and rational number operations (RNO). While the cognitive factors were correlated both to RNC and RNO, g...
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Vittorio Picciarelli7
Estimated H-index: 7
,
M. Di Gennaro4
Estimated H-index: 4
+ 1 AuthorsE. Conte2
Estimated H-index: 2
SUMMARY RIASSUNTO In this paper the results of a systematic investigation into university students’ misunderstandings of d.c. simple circuit operations are reported. These results provide evidence of various misconceptions present before and after the teaching at university level of the topics on d.c. circuits: a battery as a source of constant current; the wrong interpretation of the junctional relation expressed by Ohm's law; power dissipated; resistors in parallel. In conclusion, a brief comm...
17 Citations Source Cite
Vittorio Picciarelli7
Estimated H-index: 7
,
M. Di Gennaro4
Estimated H-index: 4
+ 1 AuthorsE. Conte2
Estimated H-index: 2
SUMMARY RIASSUNTO A written questionnaire was submitted to two samples of sophomore students mainly from the Faculty of Engineering at Ban University (Southern Italy). The eight problems proposed in the questionnaire concerned the functioning of simple d.c. circuits. Analysis of the results shows the presence of a common misunderstanding (sequential reasoning) based on a ‘local’ interpretation of the current flow (i.e. the current value at a given position is not influenced by the passive elemen...
18 Citations Source Cite
Published on Sep 1, 1990in European Journal of Physics 0.64
Vittorio Picciarelli7
Estimated H-index: 7
,
R. Stella4
Estimated H-index: 4
+ 1 AuthorsL De Leonardis1
Estimated H-index: 1
The results obtained in two experimental studies performed during two academic years at the Science Faculty of Bari University (Southern Italy) are reported. In these two investigations the aims were: (i) to probe the students' understanding of the concept of velocity and to detect the reasoning adopted in solving the written problems proposed; (ii) to investigate the effect of the nature of the problems on the student samples (freshmen or sophomores) and the incidence of formal teaching of the ...
4 Citations Source Cite
Vittorio Picciarelli7
Estimated H-index: 7
,
R. Stella4
Estimated H-index: 4
+ 1 AuthorsA. Pontrelli1
Estimated H-index: 1
Tests on control of variables formal schemata (CV) and integrated process skills (IPS) were made on two student samples of freshmen in mathematics and physics branches. The CV, IPS test scores and results of the final Secondary High School Examination (HSE) were used together as ‘independent’ variables for predicting academic success (AS) during university studies. Both multi‐step regression analysis and discriminant analysis indicate that HSE is the best single predictor with only a marginal co...
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Published on Jul 1, 1989in International Journal of Science Education 1.32
C. dell'Aquila‡1
Estimated H-index: 1
(University of Bari),
M. Di Gennaro4
Estimated H-index: 4
(University of Bari)
+ 1 AuthorsR. Stella4
Estimated H-index: 4
(University of Bari)
We report a systematic investigation into the relationship between proportional logic and typical Piagetian formal schemata (control of variables, and proportions) for a group of students in the informatics department of a university. The analysis of results suggests that a unitary structure exists in the mastery of hypothesis testing logic, standard proportional logic and formal schemata.
1 Citations Source Cite
Published on Oct 1, 1988in European Journal of Physics 0.64
R Cinquepalmi1
Estimated H-index: 1
,
Vittorio Picciarelli7
Estimated H-index: 7
+ 1 AuthorsR. Stella4
Estimated H-index: 4
The authors report an inquiry into the acquisition of integrated process skills made with a sample of 323 students in the 9-13 grade range. The effect of individual differences such as age and student gender on the mastering of IPS skills is investigated together with the factorial analysis of the five subgroup scores (i.e. hypothesising, identifying variables, operationally defining variables, designing investigations, graphing and interpreting data). Finally, a computer-based interactive video...
2 Citations Source Cite
Published on May 1, 1985in IEEE Transactions on Education 1.60
Rossana Cinquepalmi1
Estimated H-index: 1
,
Carlo Dell'Aquila1
Estimated H-index: 1
+ 3 AuthorsGrazia Verrone1
Estimated H-index: 1
The role of cognitive development, as measured by Piaget-type questionnaire scores, in the prediction of freshman engineering academic achievement is discussed. It is pointed out that, since cognitive development is a relevant students' attribute in performance in the university, more attention should be paid by university teachers in selecting classroom activities and course content appropriate to the actual level of the students' intellectual development.
4 Citations Source Cite
1