 Altiero, Tiziana
Tiziana Altiero is a researcher of zoology. She teaches biology at the Department of Education and Human Sciences of the University of Modena and Reggio Emilia. Her main research activity concerns tardigrade biology (reproduction, adaptation and stress resistance to unpredictable environments). Recently, her research interest is focused on the efficacy of the narrative approach to life science education in primary school.
Readings…
Corni F., T. Altiero (2014). Innovazione nella didattica delle scienze nella scuola primaria e dell’infanzia: al crocevia fra discipline scientifiche e umanistiche. Atti del convegno 2012 – Articoli selezionati. Universitas Studiorum S.r.l. - Casa Editrice (Mantova, Italia), pp. 360. (ISBN: 978-88-97683-41-4)
Altiero T., C. A. Bortolotti, F. Corni, E. Giliberti, R. Greco, M. Marchetti, C. Mariani (2010). Introduzione elementare all’energia: un laboratorio di scienze per insegnanti di scuola primaria, In: New Trends in Science and Technology Education. Selected Papers, (edited by) L. Menabue and G. Santoro, Eds. CLUEB, Bologna, pp. 157-170 [ISBN 978-88-491-3392-9].  download pdf
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University of Modena and Reggio Emilia
Faculty of Education and Humanities
tiziana.altiero@unimore.it
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Anzoise, Valentina
Valentina Anzoise – sociologist and Ph.D. in Information Society – is contract professor of Sociology of Culture at the European Institute of Design (IED) in Milan and Associate Researcher at the European Centre for Living Technology (Ca' Foscari University of Venice). Her main research interests are: Sustainability and Knowledge Society; Innovation and Local development processes; Qualitative and Collaborative research methods. In the last years, within two European projects coordinated by ECLT (Innovation, Sustainability and ICT (2011-2014) and Emergence by Design (2012-2015)) she has been developing a new approach to evaluation specifically designed for innovation processes based on the use and analysis of narratives. Since 2014 she is also President of the Visual Sociology Working Group of the International Sociological Association (ISA).
Readings…
Anzoise V. and Sardo S. (2015) “Narratives and the co-design of spaces for innovation” in A Matter of Design. Proceedings of the V STS Italia Conference 2014, edited by C. Coletta, S. Colombo, P. Magaudda, A. Mattozzi, L.L. Parolin and L. Rampino, pp. 743-761.
Anzoise V., Mutti C. “Representing Perception: Integrating Photo-Elicitation and Mental Maps in the Study of Urban Landscape” in D. Zuev D. and R. Nathansohn (eds.) Sociology of the Visual Sphere, Routledge, 2012, pp.129-159.
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European Center for Living Technology (ECLT), S.Marco 2940, 30124 Venezia, Italy
valentina.anzoise@gmail.com
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Amin, Tamer
Tamer Amin obtained his PhD in Developmental Psychology from Clark University, USA in 2002. His research focusses on concept learning in science, with particular interest in the role of language in scientific conceptualization. He is currently Associate Professor of Science Education and Director of the Science and Mathematics Education Center at the American University in Beirut, Lebanon.
Readings…
Amin, T. G., Smith, C., & Wiser, M. (2014). Student conceptions and conceptual change: Three overlapping phases of research. In N. Lederman and S. Abell (Eds.), Handbook of Research in Science Education, Vol II. UK: Taylor and Francis. download pdf
Amin, T. G. (2009). Conceptual metaphor meets conceptual change. Human Development, 52(3), 165-197. download pdf
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American University, Beirut
Science and Mathematics Education Center
ta08@aub.edu.lb
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Brendel, Michelle
Michelle Brendel is Lecturer at the University of Luxembourg. Having completed her studies in psychology at the University of Strasbourg in France, she worked as a psycholgogist and family therapist first in a foster care agency (1986-1993), then in an institute for behaviorally disturbed children in Luxembourg (1993-1996). During this period she accomplished her training in family therapy and Gestalt-therapy. In 1996, she joined the former “Institut Supérieur d’Etudes et de Recherches Pédagogiques”, home of the initial teacher training for preschool and primary school, which was integrated in the University of Luxembourg in 2003. Her research interests are collaborative teacher research, inclusive education, and narrative approaches.
Readings…
Brendel, M. (2008). De l’instituteur, maître dans son école, à l’équipe multiprofessionnelle dans une communauté scolaire ? Le rôle des enseignantes et des enseignants dans l’école luxembourgeoise. In R. Martin (éd.). La place de l’école dans la société luxembourgeoise de demain (p. 311-325). Bruxelles : De Boeck.
Brendel & Noesen (2014). Portfolioarbeit und Entwicklung inklusiven Unterrichts. In: Schuppener, S., Bernhardt, N., Hauser, M., Poppe, F. (Hg.). Chancengleichheit und Inklusion. Bad Heibrunn: Verlag Julius Klinhardt. S. 244-255.
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University of Luxembourg
michelle.brendel@uni.lu
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Cervi, Manuela
Manuela Cervi obtained her MD in Literature, General Linguistics (UCSC, Milan) and Cognitive Linguistics (UCB, Berkeley, USA) majors. She is currently the Education Director of a school from nursery (1-3 years) to middle school (10-13). In 2000-2003 she coordinated the application of pilot education projects based on research in Neuroscience. In 2004-2006 she worked as accredited consultant for the European Commission, Education and Culture DG. She’s enabled by the International Center for the Enhancement of Learning Potential for cognitive training through Feuerstein’s Instrumental Enrichment Program; she’s author of an emotional education approach (™ Thymologic Learning Program), and she applies her own Cognitive-Emotional mediated learning Method with children (6-18 years).
Readings…
Cervi M. (2013), Dall’esperienza alla comprensione del mondo: il ruolo dell’astrazione, in Corni F. e Altiero T. (Eds.), Atti del convegno “Innovazione nella didattica delle scienze nella scuola primaria e dell’infanzia: al crocevia fra discipline scientifiche e umanistiche”, Mantova, Editrice Universitas Studiorum. download pdf
Cervi M. (2012), La ragione del cuore. Antropologia delle emozioni, Siena, Edizioni Cantagalli.
Cervi M. & Bonesso C. (2008), Emozioni per crescere. Come educare l’emotività, Roma, Armando Editore.
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manuela.cervi@gmail.com
menuela.cervi@scuolacarvoana.it
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Contini, Annamaria
Annamaria Contini, Ph.D. in Philosophy, is professor of Philosophical Aesthetics at the Department of Educational Sciences, University of Modena and Reggio Emilia. Her research and teaching interests include the history of aesthetic ideas, the relationship between aesthetics and other disciplines, metaphor and metaphorical processes, and promotion of creativity in education.
Readings…
Contini A. (2013): Metaphor, between semantic innovation and conceptual transfer. Paper presented at the Workshop Science and Language - The Art and Science of Science Communication, 22/11/2013, Department of Education and Humanities, University of Modena and Reggio Emilia.
download pdf
Contini A. (2013): “Metafora e razionalità immaginativa”, in F. Corni (ed.), Le scienze nella prima educazione. Un approccio narrativo a un curricolo interdisciplinare, Erickson, Trento, pp. 35-58.
Contini A. (2012), Estetica della biologia. Dalla Scuola di Montpellier a Henri Bergson. Mimesis, Milano.
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University of Modena and Reggio Emilia
Faculty of Education and Humanities
annamaria.contini@unimore.it
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Corni, Federico
Federico Corni is professor of physics at the Faculty of Education and Humanities of the University of Modena and Reggio Emilia. He designs and uses a narrative approach to physical science for teacher training. He is the creator of an integrated narratively driven curriculum for the five years of primary school in Modena and an Industrial Educational Laboratory at Ducati in Bologna.
Readings…
Corni F., Giliberti E., Fuchs H. U. (2014). Student teachers writing science stories: a case study. In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou. E-Book Proceedings of the ESERA 2013 Conference, Part 13. Cyprus. p. 272-283. download pdf
Corni F., Fuchs H.U., Giliberti E., Mariani C. (2014). Primary School Teachers: Becoming Aware of the Relevance of their own Scientific Knowledge. In: Proceedings of The World Conference on Physics Education 2012. Pegem Akademi Istanbul p. 1063-1072. download pdf
Corni F. (ed.) (2013): Le scienze nella prima educazione - Un approccio narrativo a un curricolo interdisciplinare. Gardolo (TN) : Edizioni Centro Studi Erickson.
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University of Modena and Reggio Emilia
Faculty of Education and Humanities
federico.corni@unimore.it
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Dumont, Elisabeth
Elisabeth Dumont has been a physics lecturer at ZHAW since 2010. She has been working with Hans Fuchs, teaching physics and system dynamics to engineering students. Together with Hans, she investigates the question of how humans perceive and understand nature and how this knowledge can be applied in education. Her other areas of interest include modelling dynamic behavior of heterogeneous systems, and experimental vibration analysis and modal analysis. She looks back upon eight years of industry experience at Bruker BioSpin AG, where she has studied the influence of vibration and sound in high-resolution NMR. During her PhD at ETH Zurich and a postdoc at the University of Illinois at Urbana Champaign, she has deepened her knowledge on unconventional superconductors at very low temperatures.
Readings…
Dumont E., Venturini F., Fuchs H. U., Maurer W. (2014): From forces of nature to the physics of dynamical systems. Proceedings of the 9th International Conference on Conceptual Change Bologna, Italy.
download pdf
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Zurich University of Applied Sciences at Winterthur
Institute of Applied Mathematics and Physics
elisabeth.dumont@zhaw.ch
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Dumont, Paul
Paul Dumont has been a Senior Lecturer at the University of Luxembourg, department of Educational Sciences, up to 2006, when he retired. He worked as a psychologist in the initial teacher training at the University. He has been - and still is – particularly interested in Special Educational Needs and has been strongly involved in promoting the inclusion of disabled children in the Luxembourgish Public Schools. He still is engaged as a counselor at an inclusive school in Luxembourg.
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paul.dumont@education.lu
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Flumini, Dandolo
Dandolo Flumini obtained his PhD from the University of Bern for his works on foundations of mathematics and computer science. His research interests include the role of metaphors and narratives in mathematics as well as the grounding of mathematical conceptualization in the human perceptual system. He applies narratives and graphical systems in his lectures at the Zurich University of Applied Sciences.
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Zurich University of Applied Sciences at Winterthur
Institute of Applied Mathematics and Physics
flum@zhaw.ch
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Fuchs, Hans U.
Hans Fuchs is professor of physics at Zurich University of Applied Sciences at Winterthur. His work includes teaching science and modeling to engineering students and research in thermodynamics, energy engineering and cognitive science. His recent interest centers on the question of how humans perceive and understand nature and how this knowledge can be applied in education.
Readings…
Fuchs H. U. (2015): From Stories to Scientific Models and Back: Narrative framing in modern macroscopic physics. International Journal of Science Education, 37(5-6), 934-957. dx.doi.org/10.1080/09500693.2015.1025311.
download pdf
Fuchs H. U. (2010): From Metaphors to Models of Heat. Introductory chapter of The Dynamics of Heat. 2nd ed. Springer, New York. download pdf
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Zurich University of Applied Sciences at Winterthur
Institute of Applied Mathematics and Physics
hans.fuchs@zhaw.ch
https://home.zhaw.ch/fusa/
http://narrativescience.org/index.html
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Haglund, Jesper
Jesper Haglund obtained his PhD in Science Education from Linköping University, Sweden, in 2012. He adopts an embodied cognition perspective on the role of metaphors and analogies in the teaching and learning of thermal science, and has recently taken an interest in how infrared cameras may support students’ understanding of the topic. He is currently postdoc in Physics Education at Uppsala University, Sweden.
Readings…
Haglund, J., & Jeppsson, F. (2012). Using self-generated analogies in teaching of thermodynamics. Journal of Research in Science Teaching, 49(7), 898-921. download pdf
Jeppsson, F., Haglund, J., & Amin, T. G. (2015). Varying use of conceptual metaphors across levels of expertise in thermodynamics. International Journal of Science Education, 1-26. doi: 10.1080/09500693.2015.1025247.
download pdf
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jesper.haglund@physics.uu.se
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Hurwitz, Brian
Brian Hurwitz is a clinical academic who has worked as a general medical practitioner for 30 years in Central London. Since 2002 he’s been Professor of Medicine and the Arts at King’s College London, where he directs the Centre for the Humanities and Health which is funded by the Wellcome Trust. Based in the Department of English at King’s, Brian’s research interests include narrative studies in relation to medical practice, ethics, law and the literary shape of C18th to 21st clinical case reports. He has co-authored and edited many peer reviewed papers, chapters and several books, including: Clinical Guidelines and the Law (1998), Narrative-Based Medicine: Dialogue and Discourse in Clinical Practice (with P Greenhalgh (1998), Narrative Research In Health and Illness (with P Greenhalgh and V Skultans (2004), Health Care Errors and Patient Safety (with A Sheikh 2009) and Discourses and Narrations in the Biosciences (with P Spinozzi 2011). Prior to his current position he was Professor of Primary Health and General Practice and Head of Department at Imperial College London.
Readings…
Hurwitz B. (2006): Form and representation in clinical case reports. Literature and Medicine 25:2; 216-40. download pdf
Hurwitz B. (2014): Urban Observation and Sentiment in James Parkinson’s Essay on the Shaking Palsy. Literature and Medicine 32:1, 74-104. DOI: 10.1353/lm.2014.0002. download pdf
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brian.hurwitz@kcl.ac.uk
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Landini, Alessandra
Alessandra Landini is currently a primary school teacher in Reggio Emilia, with a master degree cum laude in Primary School Education at the University of Modena and Reggio Emilia. She specializes in didactics and psychopedagogy for learning disabilities and since 2010 she has been coordinating this area as learning facilitator and family consultant in primary and secondary schools. Since 2012 she has been working in the narrative-driven science education project “Piccoli scienziati in laboratorio”, created and led by Federico Corni for primary school. Her research interests include language and methaphor in scientific conceptualization.
Readings…
Landini A., E. Giliberti, F. Corni ( 2014 ): La storia di Margherita: per un’educazione scientifica nella scuola dell’infanzia e primaria. In Corni F., T. Altiero (2014): Innovazione nella didattica delle scienze nella scuola primaria e dell’infanzia: al crocevia fra discipline scientifiche e umanistiche. Atti del convegno 2012 – Articoli selezionati. Universitas Studiorum S.r.l. - Casa Editrice (Mantova, Italia), pp. 360. (ISBN: 978-88-97683-41-4)
download pdf
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alessandra.landini@gmail.com
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Morgan, Mary S.
Mary S. Morgan is professor of history and philosophy of economics at the London School of Economics. Her research and teaching interests encompass history, philosophy and sociology of economics and statistics; models, measurements, observations and facts in history and philosophy of science.
Readings…
Morgan M. S. (2012): The World in the Model. How Economists Work and Think. Cambridge University Press, Cambridge UK.
Morgan M. S: (2001): Models, Stories and the Economic World. Journal of Economic Methodology, 8(3), 361-84.
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London School of Economics
M.Morgan@lse.ac.uk
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Niebert, Kai
Kai Niebert is Professor for Science and Sustainability Education at the University of Zurich and the Leuphana Universität Lüneburg. He spent his post-doc at the Science and Mathematics Education Centre (Perth), the Pennsylvania State University (State College) and the Leibniz Universität Hannover (Germany). Kai earned his doctorate degree in Hannover with research on students’ and scientists’ conceptions on climate change using the model of educational reconstruction. For his research he received the “public communication of science award” of the Helmholtz Foundation and the “young researcher award” of the German Association for Biology Education. Kai’s research focuses on the role of metaphors, analogies and experience in understanding science. He develops interventions and communication strategies based on the analysis of students’ and laypersons’ sources of understanding science.
Readings…
Niebert, K., & Gropengiesser, H. (2015). Understanding Starts in the Mesocosm: Conceptual metaphor as a framework for external representations in science teaching. International Journal of Science Education, 1–31. download pdf
Niebert, K., & Gropengiesser, H. (2012). Understanding and communicating climate change in metaphors. Environmental Education Research, 0(0), 1–21. download pdf
Niebert, K., Marsch, S., & Treagust, D. F. (2012). Understanding needs embodiment: A theory?guided reanalysis of the role of metaphors and analogies in understanding science. Science Education, 96(5), 849–877.
download pdf
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University of Zurich
kai.niebert@ife.uzh.ch
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Pelillo, Marcello
Marcello Pelillo is a Professor of Computer Science at the University of Venice, Italy, where he directs the European Centre for Living Technology and leads the Computer Vision and Pattern Recognition group, which he founded in 1995. He held visiting research positions at Yale University (USA), McGill University (Canada), the University of Vienna (Austria), York University (UK), the University College London (UK), and the National ICT Australia (NICTA) (Australia). He serves (or has served) on the editorial boards of IEEE Transactions on Pattern Analysis and Machine Intelligence, IET Computer Vision, Pattern Recognition, Brain Informatics, and is on the advisory board of the International Journal of Machine Learning and Cybernetics.
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Ca' Foscari University Venice, and
European Center for Living Technology (ECLT), S.Marco 2940, 30124 Venezia, Italy
marcello.pelillo@gmail.com
http://www.dsi.unive.it/~pelillo
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Perrin, Daniel
Daniel Perrin is Professor of Media Linguistics, Vice President of AILA, and Editor of the International Journal of Applied Linguistics and the de Gruyter Handbook of Applied Linguistics series. His areas of research are media linguistics, methodology of applied linguistics, text production research, and analysis of language use in professional communication.
Readings…
Cotter, C., & Perrin, D. (2016, in preparation). Public storytelling. Narrative journalism and beyond. Basingstoke: Palgrave Macmillan.
Perrin, D. (2013). The linguistics of newswriting. Amsterdam, New York et al.: John Benjamins.
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Zurich University of Applied Sciences at Winterthur
Institute of Applied Media Linguistics
daniel.perrin@zhaw.ch
www.danielperrin.net
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Wise, M. Norton
Norton Wise is Distinguished Professor of History of Science at UCLA. Previously he directed the Program in History of Science at Princeton University. As founding Co-Director of the Institute for Society and Genetics at UCLA (2004-2011), he focused attention on the co-evolution of biological and social life and on research and teaching at the intersection of the natural and human sciences. His recent publications explore the changing character of explanation in contemporary natural science.
Readings…
Wise M. N. (2011): Science as (Historical) Narrative. Erkenntnis 75(3), 349-376. download pdf
Creager, A. N. H., Lunbeck, Elizabeth, and Wise, M. N. (eds.) (2007): Science without Laws: Model Systems, Cases, and Exemplary Narratives: Durham: Duke University Press.
Wise, M. N. (ed.) (2004), Growing Explanations: Historical Perspectives on Recent Science: Durham: Duke University Press.
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University of California at Los Angeles
nortonw@history.ucla.edu
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Zabel, Jörg
Jörg Zabel is professor of biology education at the University of Leipzig, Germany. His fields of research are teaching and learning of evolution theory, conceptual change, narrative construction of reality, philosophy, and nature of science.
Readings…
Zabel J. (2014): Narrative and Metaphor as Conceptual Tools for Understanding Evolution Theory. Proceedings of the International Conference "Innovazione nella didattica delle scienze nella scuola primaria e dell’infanzia", 21-22 Novembre 2014 Università degli Studi di Modena e Reggio Emilia. download pdf
Zabel, J. & Gropengießer, H. (2011): Learning progress in evolution theory: climbing a ladder or roaming a landscape? Journal of Biological Education 45(3), 143-149.
Zabel, J. (2009): Biologie verstehen: Die Rolle der Narration beim Verstehen der Evolutionstheorie. Oldenburg: Didaktisches Zentrum der Universität Oldenburg, Band 24.
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University of Leipzig
joerg.zabel@uni-leipzig.de
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