BEGIN:VCALENDAR VERSION:2.0 PRODID:-//CERN//INDICO//EN BEGIN:VEVENT SUMMARY:Use of Multiple correspondence analysis to investigate students’ mental models about quantum entities DTSTART;VALUE=DATE-TIME:20230130T161500Z DTEND;VALUE=DATE-TIME:20230130T163500Z DTSTAMP;VALUE=DATE-TIME:20261017T053805Z UID:indico-contribution-148-646@cern.ch DESCRIPTION:Speakers: Giovanni Giuliana (University of Camerino)\nhttps:/ /indico.unina.it/event/60/contributions/646/ LOCATION:Complesso S. Marcellino e Festo G4 URL:https://indico.unina.it/event/60/contributions/646/ END:VEVENT BEGIN:VEVENT SUMMARY:Investigating secondary students’ identification with physics th rough structural equation modeling DTSTART;VALUE=DATE-TIME:20230130T155500Z DTEND;VALUE=DATE-TIME:20230130T161500Z DTSTAMP;VALUE=DATE-TIME:20261017T053805Z UID:indico-contribution-148-645@cern.ch DESCRIPTION:Speakers: Danilo Catena (University of Udine)\nIn STEM educati on\, the identity framework is often used to investigate students’ inten tion to pursue a STEM-related career. The purpose of this study was to exp lore the relationships between physics identity\, interest\, recognition\, and performance-competence in physics. The analysis was based on a Likert -scale survey aimed at measuring the addressed constructs\, administered o nline to N = 1135 Italian undergraduate and high school students. We valid ated a structural model in which performance-competence play the role of t he independent variable\, physics identity represents the dependent variab le\, while interest and recognition act as total mediators. We also consid ered two moderating variables for this model\, gender and previous experie nce with physics\, finding significant gender differences only for the pat h mediated by recognition\, while very significant differences were found depending on different experience with physics. Results have implications for instruction in terms of understanding the mechanism underlying the pro motion of students’ identity development in physics.\n\nhttps://indico.u nina.it/event/60/contributions/645/ LOCATION:Complesso S. Marcellino e Festo G4 URL:https://indico.unina.it/event/60/contributions/645/ END:VEVENT BEGIN:VEVENT SUMMARY:An extensive questionnaire about emergency remote teaching: more t han 3000 engineering students respond about their perceptions on online d idactic activities. DTSTART;VALUE=DATE-TIME:20230130T151500Z DTEND;VALUE=DATE-TIME:20230130T153500Z DTSTAMP;VALUE=DATE-TIME:20261017T053805Z UID:indico-contribution-148-628@cern.ch DESCRIPTION:Speakers: Roberto Mazzola (Department of Physics\, Politecnico di Milano)\nBy 11 March 2020\, the phrase “COVID-19” had officially e ntered everyday life across most of the word. Each level of education sudd enly faced new changes and new challenges. Emergency remote teaching becam e widespread\, and new methodologies to deliver classes and courses were a dopted by educational institutions. In February 2020\, the Politecnico di Milano introduced a series of focused and systemic actions in order to sup port the passage to completely online teaching and to ensure the continuit y of the activities that were previously developed in the classroom. In ou r work\, we focus on the impact of the remote learning experience on STEM disciplines\, by analysing the perceptions of engineering students enrolle d at the Politecnico di Milano. The subjects were recruited from all engin eering courses\, from the first to the fifth year\, and were asked to comp lete a multidimensional survey. The questionnaire was proposed in July 202 1 at the end of the second semester\, referring to the didactic activities held in the 2019-2020 and 2020-2021 academic years. More than 3000 studen ts completed the entire survey\, by answering the questions that were prop osed in a Likert scale\, from 1 to 5. This large sample was composed of 66 % male and 33% female students. Almost the 70% of the students were attend ing Bachelor's degree courses\, while the remaining were attending Master' s degree courses. The survey was composed of 66 questions regarding the pe rceptions and the challenges of online education\, compared with the “st ate of the art” before COVID-19\, divided into 6 main groups: Remote Tea ching\, Subjective Well Being\, Metacognition\, Self-Efficacy\, Identity a nd Socio-Demographic information. In this work we described the entire sur vey and we focused on the items concerning Metacognition and Self Efficacy but we also gave a first glance to the results concerning the remote teac hing section. We performed preliminary analysis\, by computing frequency d istribution and descriptive statistics concerning the remote teaching sect ion\, then\, by using Cronbach's alpha test\, confirmatory factor analysis and the t-test\, we performed a more in-depth analysis concerning the out comes of metacognition and self-efficacy. Data analysis shows that student s clearly appreciated how the Politecnico di Milano dealt with the organiz ation of the mandatory online courses\, but in the same time the results i ndicates that they complained about their relationships with classmates du ring remote teaching. Data also suggests an improving in effective learnin g strategies performed by students. We can say that students\, in some sen se\, overcame the difficulties due to the emergency remote teaching by imp roving their cognitive processes. Potentially\, this last result could hav e an important impact in teaching methodologies\, adding a point in favour of distance learning. But the topic is so sensitive and discussed that it surely needs to be investigated in more details.\n\nhttps://indico.unina. it/event/60/contributions/628/ LOCATION:Complesso S. Marcellino e Festo G4 URL:https://indico.unina.it/event/60/contributions/628/ END:VEVENT BEGIN:VEVENT SUMMARY:Investigation of Systems Thinking Skills of students aged 11 to 14 years old DTSTART;VALUE=DATE-TIME:20230130T153500Z DTEND;VALUE=DATE-TIME:20230130T155500Z DTSTAMP;VALUE=DATE-TIME:20261017T053805Z UID:indico-contribution-148-626@cern.ch DESCRIPTION:Speakers: Sara Zanella (Free University of Bozen)\nThe educati on of responsible citizens\, capable of becoming active members of society \, is one of the goals of the European Commission (Hazelkorn\, 2015). It a ims to create conditions for science education that foster students' under standing of the complexity of the world of which they are a part. Green Co mp\, a framework developed by the European Commission (Bianchi et al.\, 20 22) recognizes Systems Thinking as one of twelve competencies to increase and develop the knowledge and attitudes to work\, live and act in a sustai nable world. Systems Thinking is\, therefore\, an approach that enables st udents\, regardless of their future careers\, to develop the knowledge and skills to consciously take part in local and global challenges. As part o f my research project\, I\, therefore\, administered the Systems Thinking Assessment Italia (STAI) test to students in Lower Secondary School in the Province of Trento to investigate the Systems Thinking competencies of st udents aged 11 to 14. The STAI test is a translation and adaptation from G reek Cypriot to Italian of the Systems Thinking Assessment (STA) test (Κ ωνσταντινίδη\, 2015). It consists of 27 questions divided into four categories (elements in the system\, interactions in the system\, fl ows in the system\, dynamics in the system). Each category is further divi ded into skills\, the Systemic Thinker skills. The analysis covers a sampl e of 709 students from nine Secondary Schools (240 students in grade one\, 232 students in grade two\, 237 students in grade three). Rasch analysis\ , ANOVA on the sample\, ANOVA on the test\, and a frequency analysis show that the test in its entirety is appropriate for this age group but is una ble to discriminate the identified categories. Students show basic Systems Thinking skills that do not improve significantly over the three-year per iod\, confirming the lack of a program to develop these skills. This inves tigation is part of a doctoral project in its concluding stages entitled ' Systems Thinking in the Lower Secondary School: field survey in the Provin ce of Trento and intervention study'.\n\nhttps://indico.unina.it/event/60/ contributions/626/ LOCATION:Complesso S. Marcellino e Festo G4 URL:https://indico.unina.it/event/60/contributions/626/ END:VEVENT END:VCALENDAR