{"id":675,"date":"2020-09-29T11:00:08","date_gmt":"2020-09-29T10:00:08","guid":{"rendered":"http:\/\/www.st2.fisi.polimi.it\/?page_id=675"},"modified":"2026-03-23T15:40:45","modified_gmt":"2026-03-23T14:40:45","slug":"capitoli","status":"publish","type":"page","link":"https:\/\/www.st2.fisi.polimi.it\/?page_id=675","title":{"rendered":"Articoli su rivista"},"content":{"rendered":"<ul style=\"text-align: justify;\">\n<li style=\"text-align: justify;\">04\/2026<br \/>\n<strong><a href=\"\/?page_id=8655\">Peer learning in large size format: is it effective in bolstering problem-solving and metacognitive skills?<\/a><br \/>\n<\/strong><em>Matteo Bozzi, Roberto Mazzola, Maurizio Zani<br \/>\n<\/em>30\/01-01\/02\/2023 &#8211; MESE1, Measurement in STEM Education (Napoli &#8211; Italy)<br \/>\nStatistica Applicata (Italian Journal of Applied Statistics) <strong>xx<\/strong>, xx, xx (2026) &#8211; DOI <a href=\"https:\/\/doi.org\/10.36253\/ijas-17025\" target=\"_blank\" rel=\"noopener\">10.36253\/ijas-17025<\/a><\/li>\n<\/ul>\n<ul>\n<li style=\"text-align: justify;\">03\/2026<strong><br \/>\n<a href=\"\/?page_id=10052\">Analysis of the effectiveness of open-ended style activities on students\u2019 performance in an engineering admission test<\/a><br \/>\n<\/strong><em>Roberto Virzi, Matteo Bozzi, Marco Costigliolo, Roberto Mazzola, Maurizio Zani<br \/>\n<\/em>Education Sciences\u00a0<strong>16<\/strong>, 3, 489 (2026) \u2013 DOI <a href=\"https:\/\/doi.org\/10.3390\/educsci16030489\" target=\"_blank\" rel=\"noopener\">10.3390\/educsci16030489<\/a><\/li>\n<\/ul>\n<ul>\n<li style=\"text-align: justify;\">02\/2026<strong><br \/>\n<a href=\"\/?page_id=10157\">Efficacy measurement of a debate-based physics intervention on the concept of energy<\/a><br \/>\n<\/strong><em>Marco Costigliolo, Matteo Bozzi, Roberto Virzi, Maurizio Zani<br \/>\n<\/em>Argumentation and Advocacy <strong>xx<\/strong>, xx, xx (2026) &#8211; DOI <a href=\"https:\/\/doi.org\/10.1080\/10511431.2026.2632414\" target=\"_blank\" rel=\"noopener\">10.1080\/10511431.2026.2632414<\/a><\/li>\n<\/ul>\n<ul style=\"text-align: justify;\">\n<li style=\"text-align: justify;\">06\/2025<br \/>\n<strong><a href=\"\/?page_id=9698\">Attivit\u00e0 di orientamento innovative ed efficaci in modalit\u00e0 open-ended<\/a><br \/>\n<\/strong><em>Roberto Virzi, Matteo Bozzi, Roberto Mazzola, Maurizio Zani<br \/>\n<\/em>04-05\/10\/2024 &#8211; Studium (Venezia &#8211; Italy)<br \/>\nNuova Secondaria Ricerca <strong>XLII<\/strong>, 10, 261-267 (2025) &#8211; URL <a href=\"https:\/\/www.edizionistudium.it\/riviste\/nuova-secondaria-ricerca-n10-giugno-2025\" target=\"_blank\" rel=\"noopener\">https:\/\/www.edizionistudium.it\/riviste\/nuova-secondaria-ricerca-n10-giugno-2025<\/a><\/li>\n<\/ul>\n<ul style=\"text-align: justify;\">\n<li>12\/2024<br \/>\n<strong><a href=\"\/?page_id=8399\">Educational innovation in higher education: engineering students\u2019 experiences of Emergency Remote Teaching<\/a><br \/>\n<\/strong><em>Matteo Bozzi, Roberto Mazzola, Italo Testa, Juliana Elisa Raffaghelli, Susanna Sancassani, Maurizio Zani<br \/>\n<\/em>Cogent Education <strong>11<\/strong>, 1, 2437882 (2024) &#8211; DOI <a href=\"https:\/\/doi.org\/10.1080\/2331186X.2024.2437882\" target=\"_blank\" rel=\"noopener\">10.1080\/2331186X.2024.2437882<\/a><\/li>\n<\/ul>\n<ul style=\"text-align: justify;\">\n<li style=\"text-align: justify;\">11\/2023<br \/>\n<strong><a href=\"\/?page_id=8234\">Peer learning in higher education: an example of practices<\/a><br \/>\n<\/strong><em>Matteo Bozzi, Roberto Mazzola, Maurizio Zani<br \/>\n<\/em>25-26\/11\/2022 &#8211; CooFIS08, Coordinamento Nazionale del SSD FIS\/08 (Udine &#8211; Italy)<br \/>\nNuovo Cimento C <strong>46<\/strong>, 6, 206 (2023) &#8211; DOI <a href=\"http:\/\/doi.org\/10.1393\/ncc\/i2023-23206-7\" target=\"_blank\" rel=\"noopener\">10.1393\/ncc\/i2023-23206-7<\/a><\/li>\n<\/ul>\n<ul style=\"text-align: justify;\">\n<li>08\/2023<br \/>\n<strong><a href=\"\/?page_id=7991\">Exploring effective Physics teaching strategies in High Schools during the COVID-19 pandemic<\/a><br \/>\n<\/strong><em>Roberto Mazzola, Paolo Gondoni, Matteo Bozzi, Juliana Elisa Raffaghelli, Maurizio Zani<br \/>\n<\/em>Education Sciences <strong>13<\/strong>, 8, 799 (2023) &#8211; DOI <a href=\"https:\/\/doi.org\/10.3390\/educsci13080799\" target=\"_blank\" rel=\"noopener\">10.3390\/educsci13080799<\/a><\/li>\n<\/ul>\n<ul style=\"text-align: justify;\">\n<li>04\/2023<br \/>\n<strong><a href=\"\/?page_id=7201\">Origin of the Laplace force applied to a current-carrying wire immersed in a magnetic field<\/a><br \/>\n<\/strong><em>Marco Finazzi, Maurizio Zani<br \/>\n<\/em>The Physics Teacher <strong>61<\/strong>, 4, 286-289 (2023) &#8211; DOI\u00a0<a href=\"https:\/\/doi.org\/10.1119\/5.0096757\" target=\"_blank\" rel=\"noopener\">10.1119\/5.0096757<\/a><\/li>\n<\/ul>\n<ul style=\"text-align: justify;\">\n<li>01\/2023<br \/>\n<strong><a href=\"\/?page_id=7417\">An extensive questionnaire about Metacognition during Emergency Remote Teaching involving more than 3000 engineering students<\/a><br \/>\n<\/strong><em>Roberto Mazzola, Matteo Bozzi, Italo Testa, Susanna Sancassani, Maurizio Zani<br \/>\n<\/em>Sustainability\u00a0<strong>15<\/strong>, 3, 2295 (2023) &#8211; DOI <a href=\"https:\/\/doi.org\/10.3390\/su15032295\" target=\"_blank\" rel=\"noopener\">10.3390\/su15032295<\/a><\/li>\n<\/ul>\n<ul style=\"text-align: justify;\">\n<li>04\/2022<strong><br \/>\n<a href=\"\/?page_id=7121\">Didattica emergenziale\/innovativa nei corsi di Fisica. Tra scuola e universit\u00e0<\/a><br \/>\n<\/strong><em>Paolo Gondoni, Roberto Mazzola, Matteo Bozzi, Maurizio Zani<br \/>\n<\/em>Nuova Secondaria <strong>XXXIX<\/strong>, 8, 68-72 (2022) &#8211; URL <a href=\"https:\/\/www.edizionistudium.it\/riviste\/ns-n-8-aprile-2022\" target=\"_blank\" rel=\"noopener\">https:\/\/www.edizionistudium.it\/riviste\/ns-n-8-aprile-2022<\/a><\/li>\n<\/ul>\n<ul style=\"text-align: justify;\">\n<li>02\/2021<strong><br \/>\n<a href=\"\/?page_id=3452\">Peer learning as a key component of an Integrated Teaching Method: Overcoming the complexities of Physics teaching in large size classes<\/a><br \/>\n<\/strong><em>Matteo Bozzi, Juliana Elisa Raffaghelli, Maurizio Zani<br \/>\n<\/em>Education Sciences <strong>11<\/strong>, 2, 67 (2021) &#8211; DOI <a href=\"https:\/\/doi.org\/10.3390\/educsci11020067\" target=\"_blank\" rel=\"noopener\">10.3390\/educsci11020067<\/a><\/li>\n<\/ul>\n<ul style=\"text-align: justify;\">\n<li>01\/2021<strong><br \/>\n<a href=\"\/?page_id=568\"><em>Misconception<\/em> in fisica: un\u2019opportunit\u00e0 di collaborazione tra universit\u00e0 e scuola superiore<\/a><br \/>\n<\/strong><em>Matteo Bozzi, Patrizia Ghislandi, Maurizio Zani<br \/>\n<\/em>Nuova Secondaria\u00a0<strong>XXXVIII<\/strong>, 5, 81-85 (2021) &#8211; URL <a href=\"http:\/\/www.edizionistudium.it\/riviste\/ns-n-5-gennaio-2021\" target=\"_blank\" rel=\"noopener\">http:\/\/www.edizionistudium.it\/riviste\/ns-n-5-gennaio-2021<\/a><\/li>\n<\/ul>\n<ul style=\"text-align: justify;\">\n<li>10\/2020<strong><br \/>\n<a href=\"\/?page_id=636\">DAD, scuola e tecnologia. Un salto mortale o un\u2019ondata di entusiasmo?<\/a><br \/>\n<\/strong><em>Roberto Mazzola, Rosaria Padula, Matteo Bozzi, Maurizio Zani<br \/>\n<\/em>Nuova Secondaria <strong>XXXVIII<\/strong>, 2, 36-39 (2020) &#8211; URL <a href=\"http:\/\/www.edizionistudium.it\/riviste\/ns-n-2-ottobre-2020\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.edizionistudium.it\/riviste\/ns-n-2-ottobre-2020<\/a><\/li>\n<\/ul>\n<ul style=\"text-align: justify;\">\n<li>11\/2018<strong><br \/>\n<a href=\"\/?page_id=155\">Integrating MOOCs in Physics preliminary undergraduate education: beyond large size lectures<\/a><br \/>\n<\/strong><em>Juliana Elisa Raffaghelli, Patrizia Ghislandi, Susanna Sancassani, Luisa Canal, Rocco Micciolo, Barbara Balossi, Matteo Bozzi, Laura di Sieno, Immacolata Genco, Paolo Gondoni, Andrea Pini, Maurizio Zani<br \/>\n<\/em>20-22\/09\/2017 &#8211; ICEM, International Council for Educational Media (Napoli &#8211; Italy)<br \/>\nEducational Media International <strong>55<\/strong>, 4, 301-316 (2018) &#8211; DOI\u00a0<a href=\"https:\/\/doi.org\/10.1080\/09523987.2018.1547544\" target=\"_blank\" rel=\"noreferrer noopener\">10.1080\/09523987.2018.1547544<\/a><\/li>\n<\/ul>\n<ul style=\"text-align: justify;\">\n<li>09\/2018<strong><br \/>\n<a href=\"\/?page_id=159\">La fisica tra la scuola secondaria e l\u2019universit\u00e0. Riflessioni e orientamenti<\/a><br \/>\n<\/strong><em>Maurizio Zani, Matteo Bozzi<br \/>\n<\/em>Nuova Secondaria\u00a0<strong>XXXVI<\/strong>, 1, 84-88 (2018) &#8211; URL <a href=\"http:\/\/www.edizionistudium.it\/riviste\/ns-n-1-settembre-2018\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/www.edizionistudium.it\/riviste\/ns-n-1-settembre-2018<\/a><\/li>\n<\/ul>\n<hr \/>\n","protected":false},"excerpt":{"rendered":"<p>04\/2026 Peer learning in large size format: is it effective in bolstering problem-solving and metacognitive skills? Matteo Bozzi, Roberto Mazzola, Maurizio Zani 30\/01-01\/02\/2023 &#8211; MESE1, Measurement in STEM Education (Napoli &#8211; Italy) Statistica Applicata (Italian Journal of Applied Statistics) xx, xx, xx (2026) &#8211; DOI 10.36253\/ijas-17025 03\/2026 Analysis of the effectiveness of open-ended style activities &#8230; <a title=\"Articoli su rivista\" class=\"read-more\" href=\"https:\/\/www.st2.fisi.polimi.it\/?page_id=675\" aria-label=\"Per saperne di pi\u00f9 su Articoli su rivista\">Leggi tutto<\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"parent":37,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"class_list":["post-675","page","type-page","status-publish"],"_links":{"self":[{"href":"https:\/\/www.st2.fisi.polimi.it\/index.php?rest_route=\/wp\/v2\/pages\/675","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.st2.fisi.polimi.it\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.st2.fisi.polimi.it\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.st2.fisi.polimi.it\/index.php?rest_route=\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.st2.fisi.polimi.it\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=675"}],"version-history":[{"count":126,"href":"https:\/\/www.st2.fisi.polimi.it\/index.php?rest_route=\/wp\/v2\/pages\/675\/revisions"}],"predecessor-version":[{"id":10205,"href":"https:\/\/www.st2.fisi.polimi.it\/index.php?rest_route=\/wp\/v2\/pages\/675\/revisions\/10205"}],"up":[{"embeddable":true,"href":"https:\/\/www.st2.fisi.polimi.it\/index.php?rest_route=\/wp\/v2\/pages\/37"}],"wp:attachment":[{"href":"https:\/\/www.st2.fisi.polimi.it\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=675"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}