{"id":7182,"date":"2023-11-05T23:55:20","date_gmt":"2023-11-05T22:55:20","guid":{"rendered":"https:\/\/www.les.unina.it\/?p=7182"},"modified":"2024-06-21T13:50:12","modified_gmt":"2024-06-21T11:50:12","slug":"hopes-project","status":"publish","type":"post","link":"https:\/\/www.les.unina.it\/index.php\/2023\/11\/05\/hopes-project\/","title":{"rendered":"HOPES Project"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"7182\" class=\"elementor elementor-7182\">\n\t\t\t\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-296ffc82 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"296ffc82\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-5ce598ac\" data-id=\"5ce598ac\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-6b3d6212 elementor-widget-tablet__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"6b3d6212\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.15.0 - 20-08-2023 *\/\n.elementor-widget-text-editor.elementor-drop-cap-view-stacked .elementor-drop-cap{background-color:#69727d;color:#fff}.elementor-widget-text-editor.elementor-drop-cap-view-framed .elementor-drop-cap{color:#69727d;border:3px solid;background-color:transparent}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap{margin-top:8px}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap-letter{width:1em;height:1em}.elementor-widget-text-editor .elementor-drop-cap{float:left;text-align:center;line-height:1;font-size:50px}.elementor-widget-text-editor .elementor-drop-cap-letter{display:inline-block}<\/style>\t\t\t\t<p><!-- wp:heading --><\/p>\n<h2>HOPES &#8211; <strong>Historic Opportunities to Promote Education in Science<\/strong><\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph {\"fontSize\":\"medium\"} --><\/p>\n<p>A new framework to improve relational welfare in contexts of educational poverty through history-based science education.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:heading --><\/p>\n<h3>Principal Investigator<\/h3>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph {\"fontSize\":\"medium\"} --><\/p>\n<p>Prof. Salvatore Esposito<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:heading --><\/p>\n<h3>References<\/h3>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading {\"level\":3} --><\/p>\n<h4>Scientific Proposal &#8211; State of the art and objectives<\/h4>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading {\"level\":5} --><\/p>\n<h5><span style=\"font-weight: normal;\">Scientific Educational Poverty<\/span><\/h5>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<ul>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">European Commission, Directorate-General for Education, Youth, Sport and Culture, Conference on supporting key competences development. <\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Learning approaches and environments in school education.<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\"> Conference report, Brussels, 12-13 November 2019, Publications Office, 2020, https:\/\/data.europa.eu\/doi\/10.2766\/287701.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">INVALSI (2022). <\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Rapporto Nazionale. Rapporto Prove INVALSI 2022<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">ISTAT (2022). <\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Le statistiche dell&#8217;Istat sulla povert\u00e0 in Italia<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">. Statistiche Report<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Ministero della Pubblica Istruzione (2000).&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">La dispersione scolastica: una lente sulla scuola.&nbsp;<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Roma: MPI<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., &amp; Fishbein, B. (2020).&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">TIMSS 2019 International Results in Mathematics and Science<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">. Retrieved from Boston College, TIMSS &amp; PIRLS International Study Center website.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Musella, M., &amp; Capasso, S. (2018).&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">La povert\u00e0 minorile ed educativa. Dinamiche territoriali, politiche di contrasto, esperienze sul campo<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">. Quaderni di Economia Sociale, Giannini Editore, Naples.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">National Academies of Sciences, Engineering, and Medicine. (2016).&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Science Literacy: Concepts, Contexts, and Consequences.&nbsp;<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Washington, DC: The National Academies.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Save The Children Italia. (2022.) <\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Povert\u00e0 Educativa: necessario un cambio di passo nelle politiche di contrasto.<\/em> <em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">IMpossibile<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">&nbsp;2022 per <\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">costruire il futuro<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">&nbsp;di bambine, bambini e adolescenti. Ora.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Schleicher, Andreas.&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">PISA 2018: Insights and interpretations<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">. Oecd Publishing, 2019.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Walker J, Pearce C, Boe K, Lawson M (2019).&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">The power of education to fight inequality: How increasing educational equality and quality is crucial to fighting economic and gender inequality<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">. Oxfam, Oxford (UK).&nbsp;<\/span><\/li>\n<\/ul>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:heading {\"level\":5} --><\/p>\n<h5><span style=\"font-weight: normal;\">How educational poverty affect students learning<\/span><\/h5>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<ul>\n<li><span lang=\"EN-US\" style=\"font-size: 10.5pt; font-family: Roboto;\">Arnove, R. F. (1981). The Nicaraguan national literacy crusade of 1980.&nbsp;<\/span><span style=\"font-size: 10.5pt; font-family: Roboto;\">Comparative Education Review, 25(2), 244-260.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Banerjee, Pallavi Amitava (2016).&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">. Cogent Education 3.1 1178441<\/span><\/li>\n<li><span lang=\"EN-US\" style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: #000000; font-family: Roboto;\">Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., &amp; Jarrah, A. (2022).&nbsp;<\/span><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: #000000; font-family: Roboto;\"><i>At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: Prospects, priorities, processes, and problems.&nbsp;<\/i>International Journal of Mathematical Education in Science and Technology, 53(11), 2919-2955.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Chandler, R. (2014).&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Teachers\u2019 beliefs about poverty and the impact on learning disabilities identification in a poor, rural school district.<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">&nbsp;The Rural Educator, 35(3), 4.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Engle, P. L., &amp; Black, M. M. (2008).&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">The effect of poverty on child development and educational outcomes.<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">&nbsp;Annals of the New York Academy of Sciences, 1136(1), 243-256.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Gibson, E. L., &amp; Barr, R. D. (2017).&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Building a culture of hope: Exploring implicit biases against poverty.<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">&nbsp;National Youth Advocacy and Resilience Journal, 2(2), 39.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Gonz\u00e1lez, S., &amp; Bonal, X. (2021).&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">COVID<\/em><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">\u2010<\/em><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">19 school closures and cumulative disadvantage: Assessing the learning gap in formal, informal and non<\/em><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">\u2010<\/em><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">formal education<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">. European journal of education, 56(4), 607-622.<\/span><\/li>\n<li><span style=\"font-family: Roboto; font-size: 10.5pt;\">Herro, D., Quigley, C., &amp; Cian, H. (2019).&nbsp;<\/span><i style=\"font-family: Roboto; font-size: 10.5pt;\">The challenges of STEAM instruction: Lessons from the field.<\/i><span style=\"font-family: Roboto; font-size: 10.5pt;\">&nbsp;Action in Teacher Education, 41(2), 172-190.<\/span><\/li>\n<li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: #000000;\">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.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Jensen, E. (2013).&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">How poverty affects classroom engagement<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">.&nbsp;Educational leadership, 70(8), 24-30.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Lacour, M., &amp; Tissington, L. D. (2011).&nbsp;<\/span><em style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">The effects of poverty on academic achievement.<\/em><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">&nbsp;Educational Research and Reviews, 6(7), 522-527<\/span><\/li>\n<\/ul>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:heading {\"level\":5} --><\/p>\n<div>\n<ul>\n<li><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: #000000; font-family: Roboto;\">Parrello, S., Moreno, C., Iorio, I., &amp; Sannino, M. (2013).&nbsp;<\/span><span lang=\"EN-US\" style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: #000000; font-family: Roboto;\"><i>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.<\/i><\/span><\/li>\n<li><span style=\"color: #7a7a7a; font-family: Roboto; font-size: 10.5pt;\">Ramondino, F., Rossi-Doria, M., &amp; Zoppoli, G. (2007). <i>L&#8217;isola dei bambini<\/i>. Associazione Risveglio Napoli.<\/span><\/li>\n<li><span style=\"color: #7a7a7a; font-family: Roboto; font-size: 10.5pt;\">Rotondi, S. (2019). Fondo per il contrasto della povert\u00e0 educativa minorile.<\/span><\/li>\n<li><span style=\"color: #7a7a7a; font-family: Roboto; font-size: 10.5pt;\">Sirignano, F. M., &amp; Lucchese, S. (2015). <i>La prise de parole e le pedagogie sommerse del Sud Italia: Napoli e la Mensa dei bambini proletari<\/i>. Liguori editore.<\/span><\/li>\n<\/ul>\n<div>\n<h5><span style=\"font-weight: normal;\">The research experience of naples group<\/span><\/h5>\n<p style=\"margin: 0cm; font-size: medium; font-family: Palatino; caret-color: #000000; color: #000000;\">\n<\/p><ul>\n<li><span style=\"font-size: 10.5pt; font-family: Roboto; color: #7a7a7a;\">Amabile, A., Annunziata, A., Artiano, G., &amp; Balzano, E. (2022).&nbsp;<\/span><span lang=\"EN-US\" style=\"font-size: 10.5pt; font-family: Roboto; color: #7a7a7a;\">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.<\/span><\/li>\n<li><span style=\"font-size: 10.5pt; font-family: Roboto; color: #7a7a7a;\">Annunziata, A., Artiano, G., &amp; Balzano, E., P. Piccialli (2022).&nbsp;<\/span><span lang=\"EN-US\" style=\"font-size: 10.5pt; font-family: Roboto; color: #7a7a7a;\">Challenges to Fight Educational Poverty. Scholarly Journal of Psychology and Behavioral Sciences. DOI: 10.32474\/SJPBS.2022.06.000241<\/span><\/li>\n<li><span style=\"color: #7a7a7a; font-family: Roboto; font-size: 10.5pt;\">Artiano, G., &amp; Balzano, E. (2023). Teaching and learning physics in formal and informal contexts.&nbsp;IL NUOVO CIMENTO<\/span><span style=\"color: #7a7a7a; font-family: Roboto; font-size: 10.5pt; caret-color: #222222;\">,&nbsp;100(182), 46.<\/span><\/li>\n<li><span style=\"caret-color: #000000; font-size: 10.5pt; font-family: Roboto;\">Balzano, E. (2001) II progetto LES: Percorsi di fisica e integrazioni disciplinari su scienza e tecnologia.&nbsp;<\/span><span lang=\"EN-US\" style=\"caret-color: #000000; font-size: 10.5pt; font-family: Roboto;\">Ital. J. Educ. Technol. 22, 24\u201332.<\/span><\/li>\n<li><span style=\"caret-color: #000000; font-size: 10.5pt; font-family: Roboto;\">Balzano, E.; Cuomo, F.; Serpico, M.; King, H.; Acher, A.; Dillon, J. (2007).&nbsp;&nbsp;<\/span><span lang=\"EN-US\" style=\"caret-color: #000000; font-size: 10.5pt; font-family: Roboto;\">European Pencil Project-Elements of Evaluation of Formal vs. Informal Learning; CUEN: Napoli, Italy.<\/span><\/li>\n<li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: #000000;\">Balzano E., Guidoni P, Minichini C (2007). Educazione formale e informale: un\u2019occhiata ai problemi. In: Guidoni P. E Levrini O. approcci e proposte per l&#8217;insegnamento-apprendimento della fisica a livello pre-universitatio dal progetto Prin-F21. P. 75-78, Udine: Forum, Isbn\/Issn: 978-88-8420-452-3<\/span><\/li>\n<li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: #000000;\">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.<\/span><\/li>\n<li><span style=\"caret-color: #000000; font-size: 10.5pt; font-family: Roboto;\">Balzano, E. (2013) La formaci\u00f3n cient\u00edfica de base y el rol de la comunidad en relaci\u00f3n escuela\u2013familia.&nbsp;<\/span><span lang=\"EN-US\" style=\"caret-color: #000000; font-size: 10.5pt; font-family: Roboto;\">Rev. Int. Magisterio, 62, 68\u201375.<\/span><\/li>\n<li><span style=\"caret-color: #000000; color: var( --e-global-color-text ); font-family: Roboto; font-size: 10.5pt;\">Balzano, E. (2016) Inquiry-Based Science Education: Perspectives and Difficulties; Atti della Accademia Nazionale dei Lincei: Roma, Italy<\/span><\/li>\n<li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: #000000;\">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.<\/span><\/li>\n<li><span style=\"caret-color: #000000; font-size: 10.5pt; font-family: Roboto;\">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 heran\u00e7as de inova\u00e7\u00e3o educacional: Legados de um projeto internacional. Ensen. Cienc. 2017, 333\u2013338.&nbsp;<\/span><span lang=\"EN-US\" style=\"caret-color: #000000; font-size: 10.5pt; font-family: Roboto;\">Available online: https:\/\/raco.cat\/index.php\/Ensenanza\/article\/view\/334368 (accessed on 12 January 2022).<\/span><\/li>\n<li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: #000000;\">De Luca, R., Di Mauro, M., Esposito, S., &amp; Naddeo, A. (2019). Feynman\u2019s different approach to electromagnetism.&nbsp;European Journal of Physics<\/span><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: #222222;\">,&nbsp;40(6), 065205.<\/span><\/li>\n<li><span style=\"caret-color: #000000; font-size: 10.5pt; font-family: Roboto;\">Di Mauro, M., Esposito, S., &amp; Naddeo, A. (2023).&nbsp;<\/span><span lang=\"EN-US\" style=\"caret-color: #000000; font-size: 10.5pt; font-family: Roboto;\">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\u201310 July 2021 (pp. 3576-3595).<\/span><\/li>\n<li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: #000000;\">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.<\/span><\/li>\n<li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: #000000;\">Esposito, S. (2020). The colours of Newton\u2019s Opticks: a high-performance project for motivated students. European Journal of Physics, 41(5), 055702.<\/span><\/li>\n<li><span style=\"caret-color: #000000; color: var( --e-global-color-text ); font-size: 10.5pt; font-family: Roboto;\">Esposito, S. (2023). Reconstructing the early history of the theory of heat through Fourier&#8217;s experiments. European Journal of Physics.<\/span><span style=\"caret-color: #000000; color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">&nbsp;<\/span><\/li>\n<li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">Guidoni, P. (1985) On natural thinking. Eur J Sci Educ 1985, 7, 133\u201340<\/span><\/li>\n<li><span style=\"caret-color: #000000; font-family: Roboto; font-size: 10.5pt; color: var( --e-global-color-text );\">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\u2013277.<\/span><\/li>\n<li><span style=\"caret-color: rgb(0, 0, 0); font-family: Roboto; font-size: 10.5pt;\">Guidoni, P.; Iannece, D.; Tortora, R. (2005) Forming Teachers as Resonance Mediators.<\/span><span style=\"caret-color: rgb(0, 0, 0); font-family: Roboto; font-size: 10.5pt;\">&nbsp;<\/span><span style=\"caret-color: rgb(0, 0, 0); font-family: Roboto; font-size: 10.5pt;\">&nbsp;Proceedings of the 29th Conference of the International Group for the PME, Melbourne, Australia, 10-15 Volume 3, pp 73<\/span><\/li>\n<\/ul>\n<ul>\n<\/ul>\n<p><span style=\"color: rgb(51, 51, 51); font-family: Raleway, Helvetica, Arial, sans-serif; font-size: 0.75rem; font-weight: 700; letter-spacing: 1px; text-transform: uppercase;\">Current project&nbsp;<\/span><br><\/p>\n<div>\n<ul>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">National Pre-Service and In-Service Training Course&nbsp;<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Proud Of You&nbsp;<\/span><br><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">PASSI &#8211; Percorsi di Autonomia e Servizi Scolastici Incisivi<\/span><br><\/li>\n<\/ul>\n<\/div>\n<div>&nbsp;<\/div>\n<h6><b>Closed project<\/b><\/h6>\n<div>\n<p style=\"margin: 0cm; font-size: medium; font-family: Palatino; caret-color: #000000; color: #000000;\">\n<\/p><ul>\n<li><a href=\"https:\/\/percorsiconibambini.it\/caterina\/\" target=\"_blank\" rel=\"noopener\" style=\"font-size: 0.875rem; outline-color: currentcolor; font-family: var( --e-global-typography-text-font-family ), Sans-serif;\">CATERINA &#8211; Costruire e Animare Territori Educavi per Ripensare Insieme Napoli<\/a><br><\/li>\n<li><a href=\"https:\/\/percorsiconibambini.it\/educare\/scheda-progetto\/\" target=\"_blank\" style=\"outline-color: currentcolor; font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">EduCare<\/a><br><\/li>\n<li><a href=\"https:\/\/cordis.europa.eu\/project\/id\/266656\" style=\"outline-color: currentcolor; font-family: Roboto; font-size: 14px;\">ISWA &#8211; Immersion in the Science Worlds through Arts&nbsp;<\/a><br><\/li>\n<li><a href=\"https:\/\/www.eps.org\/page\/edu_muse?\" target=\"_blank\" rel=\"noopener\" style=\"outline-color: currentcolor;\">MUSE &#8211; More Understanding with Simple Experiment<\/a><br><\/li>\n<li><a href=\"https:\/\/cordis.europa.eu\/project\/id\/511165\" style=\"font-family: Roboto; font-size: 10.5pt;\">PENCIL &#8211; Permanent European resource centre for informal learning<\/a><br><\/li>\n<li><a href=\"https:\/\/cordis.europa.eu\/project\/id\/244898\" style=\"outline-color: currentcolor; font-family: Roboto; font-size: 14px;\">TRACES &#8211; Transformative Research Activities. Cultural diversities and Education in Science&nbsp;<\/a><br><\/li>\n<\/ul>\n<p style=\"margin: 0cm; font-size: medium; font-family: Palatino; caret-color: #000000; color: #000000;\"><br><\/p>\n<p style=\"margin: 0cm; font-size: medium; font-family: Palatino; caret-color: #000000; color: #000000;\"><span style=\"color: #333333; font-family: Raleway, Helvetica, Arial, sans-serif; font-size: 1.0625rem; font-weight: 600;\">Research Methodologies<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<ul>\n<li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">AAAS (1990). Science for All Americans. Project 2061. New York: Oxford&nbsp;<\/span><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">University Press.<\/span><\/li><li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">Cini, M. (1991). Science and sustainable society. Capitalism Nature Socialism, 2(2), 39-54.<\/span><\/li><li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">Cini, M. (1999). Linguaggi scientifici e scienze della complessit\u00e0: Una Riflessione Multidisciplinare sul Fenomeno Terapie non Convenzionali.&nbsp;Annali dell&#8217;Istituto superiore di sanit\u00e0<\/span><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(34, 34, 34);\">,&nbsp;35(4), 529-534.<\/span><\/li><li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">Cobb, P., Confrey, J., DiSessa, A., Lehrer, R., &amp; Schauble, L. (2003). Design experiments in educational research.&nbsp;Educational researcher<\/span><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(34, 34, 34);\">,&nbsp;32(1), 9-13.<\/span><\/li><li><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; font-family: Roboto; caret-color: rgb(0, 0, 0);\">Conant, J. B. (1957). Harvard Case Histories in Experimental Science. Cambridge,&nbsp;<\/span><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; font-family: Roboto; caret-color: rgb(0, 0, 0);\">MA: Harvard University Press. url: https:\/\/archive.org\/details\/<\/span><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; font-family: Roboto; caret-color: rgb(0, 0, 0);\">harvardcasehisto010924mbp.<\/span><br><\/li><li><span style=\"font-family: Roboto; font-size: 10.5pt;\">Cottam, H. (2011). Relational welfare.&nbsp;Soundings<\/span><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(34, 34, 34);\">,&nbsp;48(48), 134-144.<\/span><br><\/li><li><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; font-family: Roboto; caret-color: rgb(0, 0, 0);\">Duhem, P (1978). La teoria fisica: il suo oggetto e la sua struttura. Bologna: Il&nbsp;<\/span><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; font-family: Roboto; caret-color: rgb(0, 0, 0);\">Mulino.<\/span><br><\/li><li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">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\u201347.<\/span><br><\/li><li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Galili, I. e A. Hazan (2000).&nbsp;\u00abThe Influence of an Historically Oriented Course on Students\u2019 Content Knowledge in Optics Evaluated by Means of Facets-Schemes Analysis.\u00bb In: American Journal of Physics 68 (7), S3\u2013S15.<\/span><\/li><li><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; font-family: Roboto; caret-color: rgb(0, 0, 0);\">Galili, I. (2004). \u00abThe Story of the Light Ray and Vision as a Story for Teaching&nbsp;<\/span><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; font-family: Roboto; caret-color: rgb(0, 0, 0);\">Optics as a Discipline-Culture\u00bb. In: Fifth International Conference for History&nbsp;<\/span><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; font-family: Roboto; caret-color: rgb(0, 0, 0);\">of Science in Science Education. Keszthely, Hungary, pp. 37\u201348.<\/span><br><\/li><li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">Galili, I.&nbsp;(2018). \u00abScientific Knowledge as a Culture: A Paradigm for Meaningful Teaching&nbsp;<\/span><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">and Learning of Science\u00bb. In: History, Philosophy and Science Teaching.&nbsp;<\/span><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">Cap. 8, pp. 203\u2013233.<\/span><\/li><li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\"><span style=\"caret-color: rgb(0, 0, 0); font-family: Roboto;\">Galili, I.<\/span>&nbsp;(2001). \u00abThe Effect of a History-Based Course in Optics on Students\u2019 Views About Science.\u00bb In: Science and Education 10 (1-2), pp. 7\u201332.<\/span><\/li><li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Herreid, C. F. (2007). Start With a Story: the Case Study Method of Teaching College Science. Arlington, VI: NSTA Press.<\/span><\/li><li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">Hodson, D. (1996). Laboratory work as scientific method: Three decades of confusion and distortion. Journal of Curriculum studies, 28(2), 115-135.<\/span><\/li><li><span style=\"caret-color: rgb(0, 0, 0); font-family: Roboto; font-size: 10.5pt;\">Hsieh, H. F., &amp; Shannon, S. E. (2005). Three approaches to qualitative content analysis.&nbsp;Qualitative health research<\/span><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(34, 34, 34);\">,&nbsp;15(9), 1277-1288.<\/span><\/li><li><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: rgb(0, 0, 0); font-family: Roboto;\">Jones, M.G.; Leagon, M.<\/span><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: rgb(0, 0, 0); font-family: Roboto;\">&nbsp;<\/span><i style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: rgb(0, 0, 0); font-family: Roboto;\">Science Teacher Attitudes and Beliefs.<\/i><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: rgb(0, 0, 0); font-family: Roboto;\">&nbsp;<\/span><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: rgb(0, 0, 0); font-family: Roboto;\">In Handbook of Research on Science Education; Lederman, N.G., Abell, S.K., Eds.; Routledge: Abingdon, UK, 2014; Volume 2, pp. 830\u2013847.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Mach, E. (1900). \u00abSull\u2019insegnamento dei classici e delle scienze\u00bb.&nbsp;In: Letture scientifiche popolari. Milano: Fratelli Bocca. \u2014 (1926). The Principles of Physical Optics. An Historical and Philosophical Treatment. New York: Dover.<\/span><br><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Mach, E. (1992). La meccanica nel suo sviluppo storico-critico. Torino: Bollati Boringhieri.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Matthews, M. (1994).&nbsp;Science Teaching. The Contribution of History and Philosophy of Science. New York: Routledge.<\/span><br><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Matthews, M. (2014). International Handbook of Research in History, Philosophy and Science Teaching. Dordrecht: Springer.<\/span><br><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">McCloskey (1983). \u00abIntuitive Physics\u00bb. In: Scientific American 248 (4), pp. 114\u2013122.<\/span><br><\/li><li><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; font-family: Roboto; caret-color: rgb(0, 0, 0);\">Miller, A. I. (1984). Imagery in scientific thought: Creating 20th-century physics.<\/span><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; font-family: Roboto; caret-color: rgb(0, 0, 0);\">History of Science in Science Education, Laurinda Leite<\/span><\/li>\n<li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">National Research Council. A Framework for K\u201312 Science Education: Practices, Crosscutting Concepts, and Core Ideas; The National Academies Press: Washington, DC, USA, 2012.<\/span><br><\/li><li><span style=\"font-family: Roboto; font-size: 10.5pt; caret-color: rgb(0, 0, 0);\">National Research Council. Learning Science in Informal Environments: People, Places, and Pursuits; The National Academies Press:Washington, DC, USA, 2009.<\/span><\/li><li><span style=\"caret-color: rgb(0, 0, 0); font-family: Roboto; font-size: 10.5pt; color: var( --e-global-color-text );\">Papert, S. Mindstorms: Children, Computers, and Powerful Ideas; Basic Books: New York, NY, USA, 1980.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Piaget, J. (1970). Psychologie et \u00e9pist\u00e9mologie. Paris: Gonthiers Deno\u00ebl.<\/span><br><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Russo, L.&nbsp;(2021). La rivoluzione dimenticata. Il pensiero scientifico greco e la scienza moderna. III edizione. Milano: Feltrinelli.<\/span><br><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">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.<\/span><br><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-size: 0.875rem;\">Tseitlin, M. e I. Galili (2005).&nbsp;\u00abPhysics Teaching in the Search for Its Self. From Physics as a Discipline to Physics as a Discipline-Culture.\u00bb In: Science and Education 14, pp. 235\u2013261.<\/span><\/li>\n<li><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: rgb(0, 0, 0); font-family: Roboto;\">Windschitl, M., Thompson, J., &amp; Braaten, M. (2008). Beyond the scientific method: Model\u2010based inquiry as a new paradigm of preference for school science investigations.&nbsp;Science education<\/span><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; font-family: Roboto; caret-color: rgb(34, 34, 34);\">,&nbsp;92(5), 941-967.<\/span><\/li><li><span lang=\"EN-US\" style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: rgb(0, 0, 0); font-family: Roboto;\">Vu, C. M. (2010). The influence of social science theories on the conceptualization of poverty in social welfare.<\/span><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: rgb(0, 0, 0); font-family: Roboto;\">&nbsp;<\/span><span lang=\"EN-US\" style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: rgb(0, 0, 0); font-family: Roboto;\">Journal of Human Behavior in the Social Environment,<\/span><span style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: rgb(0, 0, 0); font-family: Roboto;\">&nbsp;<\/span><span lang=\"EN-US\" style=\"color: var( --e-global-color-text ); font-size: 10.5pt; caret-color: rgb(0, 0, 0); font-family: Roboto;\">20(8), 989-1010.<\/span><\/li><\/ul>\n<ul>\n<\/ul>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>HOPES &#8211; 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 &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-7182","post","type-post","status-publish","format-standard","hentry","category-senza-categoria"],"_links":{"self":[{"href":"https:\/\/www.les.unina.it\/index.php\/wp-json\/wp\/v2\/posts\/7182","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.les.unina.it\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.les.unina.it\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.les.unina.it\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.les.unina.it\/index.php\/wp-json\/wp\/v2\/comments?post=7182"}],"version-history":[{"count":76,"href":"https:\/\/www.les.unina.it\/index.php\/wp-json\/wp\/v2\/posts\/7182\/revisions"}],"predecessor-version":[{"id":7270,"href":"https:\/\/www.les.unina.it\/index.php\/wp-json\/wp\/v2\/posts\/7182\/revisions\/7270"}],"wp:attachment":[{"href":"https:\/\/www.les.unina.it\/index.php\/wp-json\/wp\/v2\/media?parent=7182"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.les.unina.it\/index.php\/wp-json\/wp\/v2\/categories?post=7182"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.les.unina.it\/index.php\/wp-json\/wp\/v2\/tags?post=7182"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}