HOPES Project

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HOPES – Historic Opportunities to Promote Education in Science

A new framework to improve relational welfare in contexts of educational poverty through history-based science education.

Principal Investigator

Prof. Salvatore Esposito

References

Scientific Proposal – State of the art and objectives

Scientific Educational Poverty

  • European Commission, Directorate-General for Education, Youth, Sport and Culture, Conference on supporting key competences development. Learning approaches and environments in school education. Conference report, Brussels, 12-13 November 2019, Publications Office, 2020, https://data.europa.eu/doi/10.2766/287701.
  • INVALSI (2022). Rapporto Nazionale. Rapporto Prove INVALSI 2022.
  • ISTAT (2022). Le statistiche dell’Istat sulla povertà in Italia. Statistiche Report
  • Ministero della Pubblica Istruzione (2000). La dispersione scolastica: una lente sulla scuola. Roma: MPI
  • Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website.
  • Musella, M., & Capasso, S. (2018). La povertà minorile ed educativa. Dinamiche territoriali, politiche di contrasto, esperienze sul campo. Quaderni di Economia Sociale, Giannini Editore, Naples.
  • National Academies of Sciences, Engineering, and Medicine. (2016). Science Literacy: Concepts, Contexts, and Consequences. Washington, DC: The National Academies.
  • Save The Children Italia. (2022.) Povertà Educativa: necessario un cambio di passo nelle politiche di contrasto. IMpossibile 2022 per costruire il futuro di bambine, bambini e adolescenti. Ora.
  • Schleicher, Andreas. PISA 2018: Insights and interpretations. Oecd Publishing, 2019.
  • Walker J, Pearce C, Boe K, Lawson M (2019). The power of education to fight inequality: How increasing educational equality and quality is crucial to fighting economic and gender inequality. Oxfam, Oxford (UK). 

How educational poverty affect students learning

  • Arnove, R. F. (1981). The Nicaraguan national literacy crusade of 1980. Comparative Education Review, 25(2), 244-260.
  • Banerjee, Pallavi Amitava (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools. Cogent Education 3.1 1178441
  • Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2022). At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: Prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology, 53(11), 2919-2955.
  • Chandler, R. (2014). Teachers’ beliefs about poverty and the impact on learning disabilities identification in a poor, rural school district. The Rural Educator, 35(3), 4.
  • Engle, P. L., & Black, M. M. (2008). The effect of poverty on child development and educational outcomes. Annals of the New York Academy of Sciences, 1136(1), 243-256.
  • Gibson, E. L., & Barr, R. D. (2017). Building a culture of hope: Exploring implicit biases against poverty. National Youth Advocacy and Resilience Journal, 2(2), 39.
  • González, S., & Bonal, X. (2021). COVID‐19 school closures and cumulative disadvantage: Assessing the learning gap in formal, informal and non‐formal education. European journal of education, 56(4), 607-622.
  • Herro, D., Quigley, C., & Cian, H. (2019). The challenges of STEAM instruction: Lessons from the field. Action in Teacher Education, 41(2), 172-190.
  • Hooper, J. (2022). Changing the Lens: Building Teacher Capacity to Understand the Effects of Teacher Implicit Bias on Educational Experiences for Students Living in Poverty. Western Carolina University.
  • Jensen, E. (2013). How poverty affects classroom engagement. Educational leadership, 70(8), 24-30.
  • Lacour, M., & Tissington, L. D. (2011). The effects of poverty on academic achievement. Educational Research and Reviews, 6(7), 522-527

  • Parrello, S., Moreno, C., Iorio, I., & Sannino, M. (2013). Promoting the community with schools in the periphery: from the Chance Project to the E-vai Project. Significant and world known Neapolitan action research for youth inclusion.
  • Ramondino, F., Rossi-Doria, M., & Zoppoli, G. (2007). L’isola dei bambini. Associazione Risveglio Napoli.
  • Rotondi, S. (2019). Fondo per il contrasto della povertà educativa minorile.
  • Sirignano, F. M., & Lucchese, S. (2015). La prise de parole e le pedagogie sommerse del Sud Italia: Napoli e la Mensa dei bambini proletari. Liguori editore.
The research experience of naples group

  • Amabile, A., Annunziata, A., Artiano, G., & Balzano, E. (2022). Experimentation and Research in the Physics Course for the Preparation of Primary School Teachers in Naples. Education Sciences, 12(4), 241 DOI: 10.3390/educsci12040241.
  • Annunziata, A., Artiano, G., & Balzano, E., P. Piccialli (2022). Challenges to Fight Educational Poverty. Scholarly Journal of Psychology and Behavioral Sciences. DOI: 10.32474/SJPBS.2022.06.000241
  • Artiano, G., & Balzano, E. (2023). Teaching and learning physics in formal and informal contexts. IL NUOVO CIMENTO, 100(182), 46.
  • Balzano, E. (2001) II progetto LES: Percorsi di fisica e integrazioni disciplinari su scienza e tecnologia. Ital. J. Educ. Technol. 22, 24–32.
  • Balzano, E.; Cuomo, F.; Serpico, M.; King, H.; Acher, A.; Dillon, J. (2007).  European Pencil Project-Elements of Evaluation of Formal vs. Informal Learning; CUEN: Napoli, Italy.
  • Balzano E., Guidoni P, Minichini C (2007). Educazione formale e informale: un’occhiata ai problemi. In: Guidoni P. E Levrini O. approcci e proposte per l’insegnamento-apprendimento della fisica a livello pre-universitatio dal progetto Prin-F21. P. 75-78, Udine: Forum, Isbn/Issn: 978-88-8420-452-3
  • Balzano, E.; Cuomo, F.; Minichini, C.; Serpico, M. (2013) Communities of practice and continuous teacher professional development. Findings from eight case studies. In Proceedings of the ESERA Annual Conference, Part 14. Volume 85.
  • Balzano, E. (2013) La formación científica de base y el rol de la comunidad en relación escuela–familia. Rev. Int. Magisterio, 62, 68–75.
  • Balzano, E. (2016) Inquiry-Based Science Education: Perspectives and Difficulties; Atti della Accademia Nazionale dei Lincei: Roma, Italy
  • Balzano, E.; Miele, C.; Merinio, A.; Serpico, M. (2017) Primary School Teachers Pre-service Science Learning. The Place of Reflection about Experience. Findings from an Academic Course. In Proceedings of the INTED2017 Conference.
  • Harres, J.B.S.; Lima, V.M.D.R.; Gessinger, R.M.; Delord, G.C.C.; Balzano, E.; Serpico, M.; Cuomo, F.; Michinini, C.; Breda, A.(2017) Processo e heranças de inovação educacional: Legados de um projeto internacional. Ensen. Cienc. 2017, 333–338. Available online: https://raco.cat/index.php/Ensenanza/article/view/334368 (accessed on 12 January 2022).
  • De Luca, R., Di Mauro, M., Esposito, S., & Naddeo, A. (2019). Feynman’s different approach to electromagnetism. European Journal of Physics, 40(6), 065205.
  • Di Mauro, M., Esposito, S., & Naddeo, A. (2023). Towards detecting gravitational waves: a contribution by Richard Feynman. In The Sixteenth Marcel Grossmann Meeting on Recent Developments in Theoretical and Experimental General Relativity, Astrophysics and Relativistic Field Theories: Proceedings of the MG16 Meeting on General Relativity Online; 5–10 July 2021 (pp. 3576-3595).
  • Esposito, S. (2023). History of Physics for Education: The Scientific Contributions of Enrico Fermi. In New Challenges and Opportunities in Physics Education (pp. 37-50). Cham: Springer Nature Switzerland.
  • Esposito, S. (2020). The colours of Newton’s Opticks: a high-performance project for motivated students. European Journal of Physics, 41(5), 055702.
  • Esposito, S. (2023). Reconstructing the early history of the theory of heat through Fourier’s experiments. European Journal of Physics. 
  • Guidoni, P. (1985) On natural thinking. Eur J Sci Educ 1985, 7, 133–40
  • Guidoni, P. (2004) Re-Thinking Physics for Teaching: Some research problems. In Research on Physics Education; Redish, E.F., Vicentini, M., Eds.; SIF: Bologna, Italy, 2004; pp. 223–277.
  • Guidoni, P.; Iannece, D.; Tortora, R. (2005) Forming Teachers as Resonance Mediators.  Proceedings of the 29th Conference of the International Group for the PME, Melbourne, Australia, 10-15 Volume 3, pp 73

Current project 

  • National Pre-Service and In-Service Training Course 
  • Proud Of You 
  • PASSI – Percorsi di Autonomia e Servizi Scolastici Incisivi
 
Closed project
  • AAAS (1990). Science for All Americans. Project 2061. New York: Oxford University Press.
  • Cini, M. (1991). Science and sustainable society. Capitalism Nature Socialism, 2(2), 39-54.
  • Cini, M. (1999). Linguaggi scientifici e scienze della complessità: Una Riflessione Multidisciplinare sul Fenomeno Terapie non Convenzionali. Annali dell’Istituto superiore di sanità, 35(4), 529-534.
  • Cobb, P., Confrey, J., DiSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational researcher, 32(1), 9-13.
  • Conant, J. B. (1957). Harvard Case Histories in Experimental Science. Cambridge, MA: Harvard University Press. url: https://archive.org/details/harvardcasehisto010924mbp.
  • Cottam, H. (2011). Relational welfare. Soundings, 48(48), 134-144.
  • Duhem, P (1978). La teoria fisica: il suo oggetto e la sua struttura. Bologna: Il Mulino.
  • Dunst, C.J.; Hamby, D.W.; Howse, R.B.;Wilkie, H.; Annas, K. Research synthesis of meta-analyses of preservice teacher preparation practices in higher education. High. Educ. Stud. 2020, 10, 29–47.
  • Galili, I. e A. Hazan (2000). «The Influence of an Historically Oriented Course on Students’ Content Knowledge in Optics Evaluated by Means of Facets-Schemes Analysis.» In: American Journal of Physics 68 (7), S3–S15.
  • Galili, I. (2004). «The Story of the Light Ray and Vision as a Story for Teaching Optics as a Discipline-Culture». In: Fifth International Conference for History of Science in Science Education. Keszthely, Hungary, pp. 37–48.
  • Galili, I. (2018). «Scientific Knowledge as a Culture: A Paradigm for Meaningful Teaching and Learning of Science». In: History, Philosophy and Science Teaching. Cap. 8, pp. 203–233.
  • Galili, I. (2001). «The Effect of a History-Based Course in Optics on Students’ Views About Science.» In: Science and Education 10 (1-2), pp. 7–32.
  • Herreid, C. F. (2007). Start With a Story: the Case Study Method of Teaching College Science. Arlington, VI: NSTA Press.
  • Hodson, D. (1996). Laboratory work as scientific method: Three decades of confusion and distortion. Journal of Curriculum studies, 28(2), 115-135.
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288.
  • Jones, M.G.; Leagon, M. Science Teacher Attitudes and Beliefs. In Handbook of Research on Science Education; Lederman, N.G., Abell, S.K., Eds.; Routledge: Abingdon, UK, 2014; Volume 2, pp. 830–847.
  • Mach, E. (1900). «Sull’insegnamento dei classici e delle scienze». In: Letture scientifiche popolari. Milano: Fratelli Bocca. — (1926). The Principles of Physical Optics. An Historical and Philosophical Treatment. New York: Dover.
  • Mach, E. (1992). La meccanica nel suo sviluppo storico-critico. Torino: Bollati Boringhieri.
  • Matthews, M. (1994). Science Teaching. The Contribution of History and Philosophy of Science. New York: Routledge.
  • Matthews, M. (2014). International Handbook of Research in History, Philosophy and Science Teaching. Dordrecht: Springer.
  • McCloskey (1983). «Intuitive Physics». In: Scientific American 248 (4), pp. 114–122.
  • Miller, A. I. (1984). Imagery in scientific thought: Creating 20th-century physics.History of Science in Science Education, Laurinda Leite
  • National Research Council. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas; The National Academies Press: Washington, DC, USA, 2012.
  • National Research Council. Learning Science in Informal Environments: People, Places, and Pursuits; The National Academies Press:Washington, DC, USA, 2009.
  • Papert, S. Mindstorms: Children, Computers, and Powerful Ideas; Basic Books: New York, NY, USA, 1980.
  • Piaget, J. (1970). Psychologie et épistémologie. Paris: Gonthiers Denoël.
  • Russo, L. (2021). La rivoluzione dimenticata. Il pensiero scientifico greco e la scienza moderna. III edizione. Milano: Feltrinelli.
  • Rutherford, F., G. Holton e F. Watson (1970). The Project Physics Course: Text. New York: Holt, Rienhart e Wintson. url: https://archive.org/details/projectphysicscollection.
  • Tseitlin, M. e I. Galili (2005). «Physics Teaching in the Search for Its Self. From Physics as a Discipline to Physics as a Discipline-Culture.» In: Science and Education 14, pp. 235–261.
  • Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations. Science education, 92(5), 941-967.
  • Vu, C. M. (2010). The influence of social science theories on the conceptualization of poverty in social welfare. Journal of Human Behavior in the Social Environment, 20(8), 989-1010.