Felice Carugati - Academia.edu (original) (raw)

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Papers by Felice Carugati

Congrès International de Psychologie Sociale en Langue Française, 2004

"Transforming Knowledge" - European Conference on Educational Research (ECER) 2006, 2006

Transforming Knowledge - European Conference on Educational Research (ECER) 2006, 2006

The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward pub... more The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.

Routledge eBooks, Aug 3, 2023

Nova Science Publishers eBooks, 2011

ABSTRACT In the last 20 years the development of new technological tools, and the increasing need... more ABSTRACT In the last 20 years the development of new technological tools, and the increasing need for life-long learning, led to a growing attention to online education, i.e., e-learning activities. Information and Communication Technology (ICT) in education has become more and more a field of interest both for scholars and practitioners involved in learning activities. Globally, this phenomenon has attracted a rapidly growing amount of research facing up technology-supported learning from different theoretical perspectives (for a review: Larreamendy-Joerns & Leinhardt, 2006; Resta & Laferrière, 2007). Today there is a general agreement on the role of ICT to improve learning and as a necessary instrument for adapting education and training systems to the knowledge society. As a matter of fact, ICT for learning has the potential to transform the learning and teaching processes and offer innovative and alternative ways of education and training next and together with more traditional schooling. However, even if institutions have been ICTequipped and teachers and trainers ICT-trained, ICT has not yet transformed teaching and learning as it has transformed processes in other key sectors such as enterprise or public services (see: Progress towards the Lisbon Objectives in Education and Training - 2008 Report). To exploit the potential of ICT in education and training, innovative educational approaches and strategies are needed. Starting from the results of a European project entitled “Social networks and knowledge construction promotion in e-learning contexts”, collaborative learning will be presented as one of the most promising learning strategies in order to foster knowledge acquisition in learners. Finally, practical guidelines concerning educational practices in e-learning context will be presented.

Papers on Social Representations, Oct 17, 2011

The purpose of this article is to examine some issues in social representations theory, distingui... more The purpose of this article is to examine some issues in social representations theory, distinguishing among different terms, concepts and theoretical approaches. A theoretical model of social representations as an architecture of cognitions (empirical indicators, conceptions, theories) is suggested and tested through a re-analysis of the data presented in Mugny & Carugati's monograph (1985) about social representations of intelligence. A confirmatory second-order analysis (LISREL) has been conducted with the original sample and with various sub-samples (women; 'mysterious and ignorant' women; 'non mysterious-non ignorant' women; mothers non teachers; teachers non mothers). The strategy of testing the model in sub-samples of women goes with the role, already illustrated in the monograph on intelligence, played by the subjective inexplicability about a target-topic, and by social positions and social identities of subjects. The theoretical model is then discussed within the general framework of the sociogenesis and socialization of social representations, as significant socio-cognitive structures of different levels of symbolic productions.

The chapter is a original review of recent questions concerning the ideas-behavior relations and ... more The chapter is a original review of recent questions concerning the ideas-behavior relations and authors' original approach, which re-interpret these issues in terms of social representations theory. A further contribution is the integration of this approach with research in parenting and home-school relationships. Authors' original empirical research is presented and discussed in the framework of parents' social representations of intelligence and educational practice

The Italian system of schooling is the target of legislative changes that allow all actors (publi... more The Italian system of schooling is the target of legislative changes that allow all actors (public, private and religious) equal dignity in parcicipating at the building of the system, but debates on these issues are apparent. Our studies on social representations of intelligence and education (Mugny & Carugati, 1985) have been illustrating to what extent teachers are a special category of people sensible to social change and to the relative inexplicability of phenomena of intelligence and education. This contribution illustrates, 20 years later, and with a wider sample of teachers (elementary, junior high school and high school teachers) the influence of inexplicability of intelligence as anchoring point in building up a representation of it in terms of a gift unequally distributed among pupils. Moreover do teachers working in public vs. private schools, differ in sharing an interpretation of intelligence in terms of gift? The overall results confirm previous evidence: mystery teachers are more prone to the gift, conformism, assessment, and school success. No differences are shown in teachers according to their activity in private vs. public schools. These results are discussed in the wider theorecical framework of social representations approac

American Journal of Sociology, 1991

ABSTRACT Incluye bibliografía e índice Translation of: L'intelligence au pluriel

Studia Psychologica, Mar 16, 2022

Although the complex reasons underlying parents' decision whether to vaccinate their children... more Although the complex reasons underlying parents' decision whether to vaccinate their children have been largely unraveled, a socio-cognitive perspective on the representational field of vaccination is missing. This study is a contribution to fill such a gap. A sample of 309 Portuguese mothers with children aged 0-6 years answered a self-administered questionnaire. Results show that psychosocial variables such as the number of children modulate mothers' representations of vaccination as a matter of freedom of choice and preference for natural immunity, while age of children and having (or not) searched for information influence their confidence in vaccines. Also, results show that representations related to freedom of choice, preference for natural immunity, and conspiracy theories are positively predicted by individualism values and a dependent decision-making style, whereas confidence in vaccines is positively associated with universalism values and a rational decision-making style. We discuss the implications of the socio-cognitive dynamics organizing mothers' representations about vaccines and vaccination for the understanding of behaviors about vaccines and the development of tailored measures for vaccination promotion.

Valore Italiano - Infantiae.org, 2013

IV Simpósio Nacional de Investigação em Psicologia#R##N#Ėvora, Portugal, 28-30 Novembro 2006, 2006