Olivia Levrini
Biographic Data
| ID | 9305530 |
|---|---|
| NAME | Olivia Levrini |
| GIVEN NAMES | Olivia |
| FAMILY NAME | Levrini |
| SIGNATURE | LEVRINI O |
| AFFILIATIONS | University of Bologna |
| ORCID | 0000-0002-4267-3989 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Embracing Complexity and Uncertainties to Deal with Climate Change Challenges
Climate change is the biggest threat humanity is facing and will face in the future. In teaching, its interdisciplinary and complex nature raises conceptual, epistemological, relational, and institutional challenges. We present a module aimed at preparing preservice teachers to deal with some of these challenges: embracing complexity and managing scientific uncertainties. The module is part of the IDENTITIES project, and it is designed for pre-se…
Epistemic Insights as Design Principles for a Teaching-Learning Module on Artificial Intelligence
In a historical moment in which Artificial Intelligence and machine learning have become within everyone’s reach, science education needs to find new ways to foster “AI literacy.” Since the AI revolution is not only a matter of having introduced extremely performant tools but has been determining a radical change in how we conceive and produce knowledge, not only technical skills are needed but instruments to engage, cognitively, and culturally, …
The impact of artificial intelligence on scientific practices
Artificial intelligence (AI) is now a major driver of societal acceleration making a significant impact on science and science education.AI is used by scientists to generate hypotheses, design experiments, collect and interpret data in ways that were not previously possible with traditional methods alone.Science education research is increasingly paying attention to the role of AI in teaching and learning.However, a significant gap in the emergin…
Sustainability as Living Architecture
Breaking Free from Laplace’s Chains
Enhancing relevance and authenticity in school science
We live in a historical period that sociologists call the “society of acceleration”, where changes, mainly triggered by science and technology, occur over increasingly shorter time intervals. International reports by the OECD, the European Commission, and UNESCO highlight a worrying detachment between scientific education at school and societal issues, in terms of topics and practices. To address this gap, the H2020 project FEDORA 1 designed and …
Exploring the boundaries in an interdisciplinary context through the Family Resemblance Approach
Among the relevant aspects of the family resemblance approach (FRA), our study focuses on the potential of the approach to elaborate on disciplinary identities in an interdisciplinary context, specifically regarding the interplay between physics and mathematics. We present and discuss how the FRA wheel can be used and intertwined with the framework of boundary objects and boundary crossing mechanisms (Akkerman & Bakker, Review of Educational Rese…
Making sense of youth futures narratives
In this era of great uncertainty, imagining the future may be challenging, especially for young people. In science education, the interest in future-oriented education is now emerging, research needs, however, to keep eyes on youngsters’ future perceptions and on the development of a future literacy . In this article, starting from a sample of individual students’ narratives about their future daily life in 2040, we aim to delineate which ways of…
Mapping the nature of science in the Italian physics curriculum
The article describes the analysis of the Italian physics curriculum documents in terms of the coverage of nature of science (NOS). NOS is not explicitly presented as part of the Italian high-school physics curriculum. The article focuses on analysing the implicit aspects of the curriculum documents. The Family Resemblance Approach (FRA) to NOS was used as an analytical lens. FRA was chosen because of the broad range of categories that it provide…
The Present Shock and Time Re-appropriation in the Pandemic Era
The crisis due to the COVID-19 pandemic led most people all over the world to deal with a change in their perception and organization of time. This happened also, and mainly, within the educational institutions, where students and teachers had to rearrange their teaching/learning dynamics because of the forced education at a distance. In this paper, we present an exploratory qualitative study with secondary school students aimed to investigate ho…
Recognition and operationalization of Future‐Scaffolding Skills
This article takes its point of departure from the younger generation's problematic relationship with time and the future. A general sense of changeability and directionlessness in society compromises young people's confidence in themselves to make a difference as individuals in important global issues affecting their futures, such as climate change. Given recent aims and commitments of science education to promote sustainable development and stu…
Converging Perspectives on Conceptual Change
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Converging Perspectives on Conceptual Change
The Present Shock and Time Re-appropriation in the Pandemic Era
The crisis due to the COVID-19 pandemic led most people all over the world to deal with a change in their perception and organization of time. This happened also, and mainly, within the educational institutions, where students and teachers had to rearrange their teaching/learning dynamics because of the forced education at a distance. In this paper, we present an exploratory qualitative study with secondary school students aimed to investigate ho…
Recognition and operationalization of Future‐Scaffolding Skills
This article takes its point of departure from the younger generation's problematic relationship with time and the future. A general sense of changeability and directionlessness in society compromises young people's confidence in themselves to make a difference as individuals in important global issues affecting their futures, such as climate change. Given recent aims and commitments of science education to promote sustainable development and stu…
Making sense of youth futures narratives
In this era of great uncertainty, imagining the future may be challenging, especially for young people. In science education, the interest in future-oriented education is now emerging, research needs, however, to keep eyes on youngsters’ future perceptions and on the development of a future literacy . In this article, starting from a sample of individual students’ narratives about their future daily life in 2040, we aim to delineate which ways of…
Mapping the nature of science in the Italian physics curriculum
The article describes the analysis of the Italian physics curriculum documents in terms of the coverage of nature of science (NOS). NOS is not explicitly presented as part of the Italian high-school physics curriculum. The article focuses on analysing the implicit aspects of the curriculum documents. The Family Resemblance Approach (FRA) to NOS was used as an analytical lens. FRA was chosen because of the broad range of categories that it provide…
Enhancing relevance and authenticity in school science
We live in a historical period that sociologists call the “society of acceleration”, where changes, mainly triggered by science and technology, occur over increasingly shorter time intervals. International reports by the OECD, the European Commission, and UNESCO highlight a worrying detachment between scientific education at school and societal issues, in terms of topics and practices. To address this gap, the H2020 project FEDORA 1 designed and …
Exploring the boundaries in an interdisciplinary context through the Family Resemblance Approach
Among the relevant aspects of the family resemblance approach (FRA), our study focuses on the potential of the approach to elaborate on disciplinary identities in an interdisciplinary context, specifically regarding the interplay between physics and mathematics. We present and discuss how the FRA wheel can be used and intertwined with the framework of boundary objects and boundary crossing mechanisms (Akkerman & Bakker, Review of Educational Rese…
The impact of artificial intelligence on scientific practices
Artificial intelligence (AI) is now a major driver of societal acceleration making a significant impact on science and science education.AI is used by scientists to generate hypotheses, design experiments, collect and interpret data in ways that were not previously possible with traditional methods alone.Science education research is increasingly paying attention to the role of AI in teaching and learning.However, a significant gap in the emergin…
Sustainability as Living Architecture
Breaking Free from Laplace’s Chains
Epistemic Insights as Design Principles for a Teaching-Learning Module on Artificial Intelligence
In a historical moment in which Artificial Intelligence and machine learning have become within everyone’s reach, science education needs to find new ways to foster “AI literacy.” Since the AI revolution is not only a matter of having introduced extremely performant tools but has been determining a radical change in how we conceive and produce knowledge, not only technical skills are needed but instruments to engage, cognitively, and culturally, …
Embracing Complexity and Uncertainties to Deal with Climate Change Challenges
Climate change is the biggest threat humanity is facing and will face in the future. In teaching, its interdisciplinary and complex nature raises conceptual, epistemological, relational, and institutional challenges. We present a module aimed at preparing preservice teachers to deal with some of these challenges: embracing complexity and managing scientific uncertainties. The module is part of the IDENTITIES project, and it is designed for pre-se…
Psychology (8 works) · Sociology (7 works) · Computer Science (6 works) · Mathematics education (6 works) · Pedagogy (5 works) · Political science (5 works) · Epistemology (4 works) · Science education (4 works) · Social science (4 works) · Business (3 works)