Search

This study presents the psychometric proprieties of the Italian version of the Social Dominance Orientation7 (SDO7) Scale, originally developed by Ho et al. (2015). We recruited a convenience sam-ple (N = 497) to answer an online self-report questionnaire, including the SDO7 Scale and other rele-vant convergent and divergent measures. The confirmatory factor analysis revealed that SDO7 presents a satisfactory fit to the data, both as a two-correlated factor structure and as a one-dimensional measure. The two-correlated factor structure is confirmed as composed by two subdimensions as in the original version: the SDO-Dominance (SDO-D) and the SDO-Anti-Egalitarianism (SDO-E). Since the total SDO7 score measures people’s support for asymmetrical group relationships, the SDO-D is concerned with people’s support for dominant-submissive forms of intergroup relationships whereas the SDO-E refers to the desire to support intergroup inequalities. The scale and subscales also present satisfactory indexes of reliability as well as convergent and divergent validity.

Science education and scientific careers represent two crucial themes of applied Social Psychology. In the European context this concern has promoted researches deepening innovative psycho-social methods for Science, Technologies, Engineering, and Math (STEM) disciplines teaching, as well as the scientific careers attractive for European Community's young people. The present work aims to present the main framework project's lines of the European Union’s Horizon 2020 research and innovation Program entitled “Exploiting Ubiquitous Computing, Mobile Computing and the Internet ofThings to promote Science Education" (*) (UMI-Sci-Ed) stressing the study perspective on "Ubiquitous Learning, Mobile Learning, Internet of Things” (UMI). Academic organizations (University of Pisa,University of Helsinki, Norwegian University of Science and Technology) and Technological Institutions (CTI, CIT, CUBIT) planned developing extensive capability and efforts in experimental educational practices in which students from higher technical institutes (ITIS) have been involved through active learning in advanced technologies. In a social-constructionism perspective, highlighting the construct of the Community of Practices (Wenger, 1998), the innovative psycho-social and pedagogical approach endorsed through the Umi-Sci-Ed project has been investigated through a "piloting phase" involving students and their teachers (Dzcomputers and telecommunicationsdz and Dzelectronics and roboticsdz curricula). Main results will be presented and discussed sketching-out new perspective on STEM learning processes and education. (***) This presentation is granted by the European Union’s Horizon 2020 research and innovation program, undergrant agreement No 710583, H2020-SEAC-2015-1 (RIA) "Exploiting Ubiquitous Computing, Mobile Computing and the Internet of Things to promote Science Education" "UMI-Sci-Ed".

Ubiquitous Computing, Mobile Computing and Internet of Things (UMI) technologies, are widely diffused in the everyday life. In addition to their primary usage (e.g., supporting the implementation of the future 5G network), these technologies can be used in the context of Science Education. According to this perspective, the innovative psycho-pedagogical approach here presented has been ad-hoc developed for the Horizon 2020 Project “Exploiting Ubiquitous Computing, Mobile Computing and the Internet of Things to promote Science Education” (Umi-Sci-Ed). The aim of the project is to enhance knowledge and skills of Science, Technology, Engineering and Mathematics (STEM) and to promote positive attitudes towards these disciplines. In order to reach this goal, the UMI technologies, framed in the Community of Practices (CoPs) paradigm, will be introduced in the learning process ofsecondary schools’ students (i.e., 9th and 10th grade). Specifically, the students will attend to innovative learning activities, such as hands-on activities, concerning with Networking and networked Robotics. In the present contribution, the theoretical framework that constitutes the rationale for the Umi-Sci-Ed project will be described. In particular, the “bottom-up” socio-constructionist perspective will be presented, as well as the main technological tools (e.g., UDOO) that would be used to implement an integrated STEM learning environment. The expected results of the project will be discussed.

Ubiquitous Computing, Mobile Computing and Internet of Things (UMI) technologies, are widely diffused in the everyday life. In addition to their primary usage (e.g., supporting the implementation of the future 5G network), these technologies can be used in the context of Science Education. According to this perspective, the innovative psycho-pedagogical approach here presented has been ad-hoc developed for the Horizon 2020 Project “Exploiting Ubiquitous Computing, Mobile Computing and the Internet of Things to promote Science Education” (Umi-Sci-Ed). The aim of the project is to enhance knowledge and skills of Science, Technology, Engineering and Mathematics (STEM) and to promote positive attitudes towards these disciplines. In order to reach this goal, the UMI technologies, framed in the Community of Practices (CoPs) paradigm, will be introduced in the learning process ofsecondary schools’ students (i.e., 9th and 10th grade). Specifically, the students will attend to innovative learning activities, such as hands-on activities, concerning with Networking and networked Robotics. In the present contribution, the theoretical framework that constitutes the rationale for the Umi-Sci-Ed project will be described. In particular, the “bottom-up” socio-constructionist perspective will be presented, as well as the main technological tools (e.g., UDOO) that would be used to implement an integrated STEM learning environment. The expected results of the project will be discussed.

Science education and scientific careers represent two crucial themes of applied Social Psychology. In the European context this concern has promoted researches deepening innovative psycho-social methods for Science, Technologies, Engineering, and Math (STEM) disciplines teaching, as well as the scientific careers attractive for European Community's young people. The present work aims to present the main framework project's lines of the European Union’s Horizon 2020 research and innovation Program entitled “Exploiting Ubiquitous Computing, Mobile Computing and the Internet ofThings to promote Science Education" (*) (UMI-Sci-Ed) stressing the study perspective on "Ubiquitous Learning, Mobile Learning, Internet of Things” (UMI). Academic organizations (University of Pisa,University of Helsinki, Norwegian University of Science and Technology) and Technological Institutions (CTI, CIT, CUBIT) planned developing extensive capability and efforts in experimental educational practices in which students from higher technical institutes (ITIS) have been involved through active learning in advanced technologies. In a social-constructionism perspective, highlighting the construct of the Community of Practices (Wenger, 1998), the innovative psycho-social and pedagogical approach endorsed through the Umi-Sci-Ed project has been investigated through a "piloting phase" involving students and their teachers (Dzcomputers and telecommunicationsdz and Dzelectronics and roboticsdz curricula). Main results will be presented and discussed sketching-out new perspective on STEM learning processes and education. (***) This presentation is granted by the European Union’s Horizon 2020 research and innovation program, undergrant agreement No 710583, H2020-SEAC-2015-1 (RIA) "Exploiting Ubiquitous Computing, Mobile Computing and the Internet of Things to promote Science Education" "UMI-Sci-Ed".

In the last 30 years, there was a rise in the political gender gap. The Center for the American Woman and Politics data shows that a larger proportion of women than men vote for the Democratic Party. Women tend to differ from men in several political issues endorsing more welfare policies and progressive policy changes and are less racist than men. Social dominance orientation (SDO) has been theorized to account for political gender differences. Men have higher average levels of SDO than women, everything else being equal. To test the gender invariance hypothesis, we believe it’s important to take into consideration people who not only identify with groups that hold specific hierarchy-enhancing or hierarchy-attenuating ideologies but who participate in them promoting their values and ideas. In this chapter, we describe the findings of research on gender differences in SDO of activists in political parties that range from extreme left-wing to extreme right-wing.

Inspired by the popular Arab protests against oppressive regimes that began in 2010,people around the world protested in sympathy with the Arab peoples. The present research draws on two major theories of intergroup relations to develop an initial integrative model of sympathetic collective action. We incorporate social dominance theory’s (SDT) concept of (rejectionist) legitimizing myths with the solidarity and emotional mediation concept of the social identity model of collective action (SIMCA) to understand motivations for sympathetic collective action among bystanders. Using data from 12 nations (N=1480), we tested three models: (a) SIMCA (i.e. solidarity, anger, and efficacy), (b) a social dominance theory model of collective action (i.e. social dominance orientation and ideologies concerning Arab competence), and (c) an integrated model of sympathetic collective action combining both theories. Results find the greatest support for an integrated model of collective action. Discussion focuses on theoretical pluralism and suggestions for future research., SCOPUS: ar.j, info:eu-repo/semantics/published