Works matching IS 20389442 AND DT 2014 AND VI 5 AND IP 1
Results: 17
Lavorando s'impara. Riflessioni didattiche sulla formazione esperienziale.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 180
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- Article
Abitare l'invecchiamento. Itinerari pedagogici tra cura e progetto.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 179
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Fare didattica con gli EAS.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 178
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Multi-subject training for a sustainable farming and food system.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 83
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Five research principles to overcome the dualism quantitative-qualitative.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 45
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Higher Education and Science for Development: The Historical and Conceptual Foundations of Mode 3 Knowledge.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 15
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Didattica semplessa.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 177
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- Article
Immigrazione, criminalità e carcere in Molise. Tra marginalità diffusa e nuove esperienze educative e di integrazione.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 175
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- Article
Collettiva-Mente. Competenze e pratica per le équipe educative.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 173
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Gestaltpsychologie und Kinderforschung.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 163
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Interdisciplinarità.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 147
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Os professores entina. Alguns alunos nao aprendem. Porque isso acontece.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 172
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Interdisciplinarity: rhetoric or the latest promising new field?
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 105
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Reviewing consumption patterns: an educational commitment.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 93
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Metodi di ricerca qualitativa in Medical Education: approcci, strumenti e considerazioni di rigore scientifico.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 121
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EDITORIAL.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 5
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The relationship between Leib and Körper in analysing the action of teaching.
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- Education Sciences & Society, 2014, v. 5, n. 1, p. 67
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- Article