La pubblicazione prevede un sistema di peer review rivolto in particolare a giovani ricercatori desiderosi di divulgare i loro primi risultati scientifici. Sono graditi studi empirici sia di ordine qualitativo sia quantitativo, così come saggi teorici, filosofici, programmatici, sociologici o di storia delle scienze, provenienti

da tutte le aree dell’educazione scientifica (scienze della vita, fisica, chimica, scienze della terra e integrate) e destinati a gruppi di discenti di ogni età. In questo senso, PriSE vuole accomunare ricercatori alle prime armi e ricercatori con esperienza, insegnanti e persone impegnate in ambito scolastico, intenzionati a dare delle risposte ai quesiti scientifici illustrati sopra e a proporre Cyclopamine soluzioni

per uno sviluppo sostanziale dell’educazione scientifica nella scuola e al di fuori di essa, nell’ottica di coinvolgere un gran numero di nazioni e comunità linguistiche. Urs Doramapimod mw Kocher Andreas Müller Nicolas Robin Markus Wilhelm The Editors:Urs Kocher, Scuola universitaria professionale della Svizzera italiana, LocarnoAndreas Müller, Université de Genève Nicolas Robin, Pädagogische Hochschule St. GallenMarkus Wilhelm, Pädagogische Hochschule Luzern “
“Several recent reviews point out that context-based approaches and real-life connections are currently considered as a central issue in science education in general (Fensham, 2009 and Bennett et al., 2007) and in physics education in particular (Taasoobshirazi and Carr, 2008, Kuhn, 2005, Kuhn, 2010, Kuhn and Müller, 2005a and Kuhn and Müller, 2005b). In a broad understanding of the term, context based science education (CBSE) is defined as “using concepts and process skills in real-life contexts that are relevant to students from diverse backgrounds” (Glynn and Koballa,

2005, p. 75). Making (or trying to do so) science issues relevant to students themselves, their families and their peers is opposed to the wide-spread perception of especially physics (or more generally: science) as being dry, impersonal and pentoxifylline irrelevant, and this is supposed to have positive effects both on motivation and learning (Bennett et al., 2007). PISA (OECD, 2006) follows a similar understanding of CBSE, repeatedly emphasizing the importance of tasks and problems “that could be part of the actual experience or practice of the participant in some real-world setting”, and it “places most value on tasks that could be encountered in a variety of real-world situations” (as can be seen also from the very items used in the study). Moreover, PISA points out the following feature of context-based learning: problems encountered in real-world settings are usually not stated in the disciplinary terms to be learned or applied. Thus, a kind of “translation”, i.e. a terminological and conceptual reframing is initiated, representing an important step of cognitive activation.