Results 121 to 130 of about 17,066 (162)
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2016
The neuro-scientific revolution over the past few decades has led to a series of impacts at the level of education, recognizing the body a fundamental role in the learning process. This work, starting from the overcoming of the anthropological and philosophical framework that would exalt the body-mind dichotomy, focuses on the neurobiological and ...
GOMEZ PALOMA, Filippo, TAFURI, Domenico
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The neuro-scientific revolution over the past few decades has led to a series of impacts at the level of education, recognizing the body a fundamental role in the learning process. This work, starting from the overcoming of the anthropological and philosophical framework that would exalt the body-mind dichotomy, focuses on the neurobiological and ...
GOMEZ PALOMA, Filippo, TAFURI, Domenico
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eCAADe proceedings, 1994
The paper explains the first results of using in a course of architectural design the software program KAAD (Knowlecge-based Assistant for Architectural Design) developped at Department of Architettura Tecnica e Tecnica Urbanistica, Faculty of Engineering, University of Rome "La Sapienza".
FIORAVANTI, Antonio +2 more
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The paper explains the first results of using in a course of architectural design the software program KAAD (Knowlecge-based Assistant for Architectural Design) developped at Department of Architettura Tecnica e Tecnica Urbanistica, Faculty of Engineering, University of Rome "La Sapienza".
FIORAVANTI, Antonio +2 more
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Didactic psychodrama and sociodrama
Nurse Education Today, 1990The terms psychodrama, sociodrama, and didactic psychodrama are defined. These three action techniques are compared with respect to their differing goals and methodologies. The application of the use of didactic psychodrama and sociodrama with student nurses undergoing Psychiatric Nurse Training is outlined, together with verbal reports elicited from ...
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Didactic Objects and Didactic Models in Radical Constructivism
2002This chapter discusses ways in which conceptual analyses of mathematical ideas from a radical constructivist perspective complement Realistic Mathematics Education’s attention to emergent models, symbolization, and participation in classroom practices.
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