The historiography of psychology in Italy

The article outlines the studies conducted in Italy on the history of psychology since the 1970s, with particular attention to those elaborated in the 1990s. Reference is made to the institutions, authors, congresses, and other initiatives that in the course of 3 decades have promoted the growth of the history of psychology, and a review is presented of the principal research themes undertaken by scholars. An attempt has been made to identify the principal historiographic tendencies and to illustrate the passage from a sort of "positivistic" historiography to an orientation that could be considered multifactorial or one of complexity, attentive to both the internal and the external components of the scientific enterprise, although with a propensity for the history of ideas.     

Instructional Practices in Fifth-through Eighth-grade Science Classrooms of a Selected Seventh-day Adventist Conference

This investigation focused on instructional practices within fifth- through eighth-grade science classes of selected Seventh-day Adventist schools. Teachers reported regular use of discussion, student projects, and tests or quizzes. Most respondents said they did not feel prepared or had “never heard of” inquiry, the learning cycle, or constructivism. Over half the respondents felt discussion, student-projects, and hands-on laboratory work were effective instructional practices in science classrooms. Learning cycle and constructivism were described by most respondents as “not at all” effective; many respondents had “never heard of” these same two instructional approaches.