LEADER 01916nam a2200373 i 4500 001 991002465759707536 008 140326s2013 it adf 000 0 ita d 020 $a9788879465861 035 $ab14178795-39ule_inst 040 $aDip.to di Storia, Società e Studi sull'Uomo$bita 082 04$a371.262 082 0 $a153.15 100 1 $aCornoldi, Cesare$0437867 245 10$aAC-MT 11 - 14 :$btest di valutazione delle abilità di calcolo e problem solving dagli 11 ai 14 anni /$cCesare Cornoldi e Chiara Cazzola ; con la collaborazione di Barbara Cavalieri e Giovanni Colpo 250 $a4. rist. 264 1$aTrento :$bErickson,$c2013 300 $a247 p. :$bill. ;$c24 cm +$e1 set di protocolli (problemi aritmetrici 1°, 2°, 3° media, parte collettiva 1°, 2°, 3° media, 1 guida per l'esaminatore) 490 0 $aTest e strumenti di valutazione psicologica e educativa 500 $aIn custodia con test di valutazione e guide alla somministrazione 504 $aCont. riferimenti bibl. 506 $dUtenti abilitati all'analisi dei dati 650 4$aDiscalculia 650 4$aTest attitudinali 650 4$aMatematica$xApprendimento$xPsicologia 700 1 $aCazzola, Chiara$eauthor$4http://id.loc.gov/vocabulary/relators/aut$0762729 700 1 $aCavalieri, Barbara 700 1 $aColpo, Giovanni 907 $a.b14178795$b09-01-20$c26-03-14 912 $a991002465759707536 945 $aLE022 153 COR01.05$g1$i2022000139427$lle022$nLE022 Uffici di Biblioteca - in custodia$nLE022/PREGRESSO/2017$nLE022/ANGELELLI/2014$op$pE33.00$q-$rn$ss $t0$u1$v0$w1$x0$y.i1560360x$z04-04-14 945 $aLE023 371.262 COR 1 1 Studio prof. Pinnelli$g1$i2023000179413$lle023$nIn deposito permanente studio prof.ssa Pinnelli$op$pE39.00$q-$rn$ss $t0$u0$v0$w0$x0$y.i15912899$z09-01-20 996 $aAC-MT 11-14$91546563 997 $aUNISALENTO 998 $ale022$ale023$b26-03-14$cm$do $e-$fita$git $h0$i0 LEADER 02095oam 2200601I 450 001 9910713545103321 005 20200526074733.0 035 $a(CKB)5470000002502213 035 $a(OCoLC)1127388901 035 $a(EXLCZ)995470000002502213 100 $a20191113d1926 ua 0 101 0 $aeng 135 $aurbn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe lateral failure of spars /$fby Stevens Bromley and William H. Robinson, Jr 210 1$a[Washington, D.C.] :$cNational Advisory Committee for Aeronautics,$d1926. 215 $a1 online resource (18 pages, 8 unnumbered pages) $cillustrations 225 1 $aTechnical notes / National Advisory Committee for Aeronautics ;$vNo. 232 300 $a"March 1926." 300 $a"Work done as a thesis in aeronautical engineering at the Massachusetts Institute of Technology"--Page 1. 300 $aNo Federal Depository Library Program (FDLP) item number. 320 $aIncludes bibliographical references (page 18). 606 $aStrength of materials$xTesting 606 $aMaterials$xFatigue 606 $aFracture mechanics 606 $aStructural design 606 $aFracture mechanics$2fast 606 $aMaterials$xFatigue$2fast 606 $aStrength of materials$xTesting$2fast 606 $aStructural design$2fast 615 0$aStrength of materials$xTesting. 615 0$aMaterials$xFatigue. 615 0$aFracture mechanics. 615 0$aStructural design. 615 7$aFracture mechanics. 615 7$aMaterials$xFatigue. 615 7$aStrength of materials$xTesting. 615 7$aStructural design. 700 $aBromley$b Stevens$01406904 702 $aRobinson$b William H.$cJr., 712 02$aUnited States.$bNational Advisory Committee for Aeronautics, 801 0$bTRAAL 801 1$bTRAAL 801 2$bTRAAL 801 2$bOCLCO 801 2$bOCLCF 801 2$bGPO 906 $aBOOK 912 $a9910713545103321 996 $aThe lateral failure of spars$93486991 997 $aUNINA LEADER 04728nam 22005175 450 001 9910299284203321 005 20200703114311.0 010 $a3-319-78485-4 024 7 $a10.1007/978-3-319-78485-4 035 $a(CKB)3810000000358761 035 $a(MiAaPQ)EBC5441106 035 $a(DE-He213)978-3-319-78485-4 035 $a(PPN)229497594 035 $a(EXLCZ)993810000000358761 100 $a20180628d2018 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSmart STEM-Driven Computer Science Education $eTheory, Methodology and Robot-based Practices /$fby Vytautas ?tuikys, Renata Burbait? 205 $a1st ed. 2018. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2018. 215 $a1 online resource (370 pages) 311 $a3-319-78484-6 327 $aPart 1: Introduction: Motivation, Challenges, and Conceptual Vision of STEM-Driven CS Education Based on Robotics -- Challenges of STEM-Driven Computer Science (CS) Education -- A Vision for Introducing STEM into CS Education at School -- Smart Devices and Educational Robotics as Technology for STEM Knowledge -- Part 2: Methodological and Theoretical Background of Approaches to Implement the Proposed Vision -- A Methodological Background for STEM-Driven Reuse-Enhanced CS Education 60 -- Theoretical Background to Implement STEM-Driven Approaches -- Part 3: Design, Re-Design and Use of Smart Content for STEM-Driven CS Education -- Understanding of Smart Content for STEM-Driven CS Education -- Model-Driven Design and Re-Design of Smart STEM-Driven CS Content -- Stage-Based Smart Learning Objects: Adaptation Perspective -- Agent-Based GLOs/SLOs for STEM -- Part 4: Infrastructure to Support STEM-Driven CS Educational Practice -- Personal Generative Library for STEM-Driven Educational Resources -- A Methodology and Tools for Creating Generative Scenario for STEM -- Smart STEM-Driven Educational Environment for CS Education: A Case Study -- Practice of Smart STEM-Driven CS Education at High School -- Part 5:An Extended Vision to STEM-Driven CS Education.-Internet-of-Things: A New Vision for STEM and CS Education -- A Finalizing Discussion and Open Issues -- Glossary -- Indexes. 330 $aAt the centre of the methodology used in this book is STEM learning variability space that includes STEM pedagogical variability, learners? social variability, technological variability, CS content variability and interaction variability. To design smart components, firstly, the STEM learning variability space is defined for each component separately, and then model-driven approaches are applied. The theoretical basis includes feature-based modelling and model transformations at the top specification level and heterogeneous meta-programming techniques at the implementation level. Practice includes multiple case studies oriented for solving the task prototypes, taken from the real world, by educational robots. These case studies illustrate the process of gaining interdisciplinary knowledge pieces identified as S-knowledge, T-knowledge, E-knowledge, M-knowledge or integrated STEM knowledge and evaluate smart components from the pedagogical and technological perspectives based on data gathered from one real teaching setting. Smart STEM-Driven Computer Science Education: Theory, Methodology and Robot-based Practices outlines the overall capabilities of the proposed approach and also points out the drawbacks from the viewpoint of different actors, i.e. researchers, designers, teachers and learners. 606 $aComputers, Special purpose 606 $aEducational technology 606 $aArtificial intelligence 606 $aSpecial Purpose and Application-Based Systems$3https://scigraph.springernature.com/ontologies/product-market-codes/I13030 606 $aEducational Technology$3https://scigraph.springernature.com/ontologies/product-market-codes/O21000 606 $aArtificial Intelligence$3https://scigraph.springernature.com/ontologies/product-market-codes/I21000 615 0$aComputers, Special purpose. 615 0$aEducational technology. 615 0$aArtificial intelligence. 615 14$aSpecial Purpose and Application-Based Systems. 615 24$aEducational Technology. 615 24$aArtificial Intelligence. 676 $a004.071 700 $a?tuikys$b Vytautas$4aut$4http://id.loc.gov/vocabulary/relators/aut$0875500 702 $aBurbait?$b Renata$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910299284203321 996 $aSmart STEM-Driven Computer Science Education$91954799 997 $aUNINA