Italo TESTA

Associate professor

Università degli Studi di Napoli Federico II

Italy

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About

Italo Testa is an Associate Professor at Università degli Studi di Napoli Federico II in Italy. His research interests encompass educational innovation in higher education, students' engagement and persistence in STEM fields, as well as the analysis of pseudoscientific beliefs. Recent articles highlight his work on enhancing students' understanding of astronomy and the effects of remote teaching on engineering students' experiences.

Articles (18)

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2025

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2021

Collaborators (10)

Raffaella Passeggia

ITALY

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Maurizio Zani

Professor

Politecnico di Milano

ITALY

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Maria Francesca Freda

Full Professor

Università degli Studi di Napoli Federico II

ITALY

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Marianna CRISPINO

Associate Professor

University of Naples Federico II

ITALY

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Oreste Tarallo

Professor

Università degli Studi di Napoli Federico II

ITALY

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Claudio Fazio

Full Professor of Physics Education and History of Physics

Università degli Studi di Palermo

ITALY

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Raffaele De Luca Picione

Associate Professor of Dynamic Psychology

Giustino Fortunato University

ITALY

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GIancarlo Ragozini

Full Professore of Social Statistics

Università degli Studi di Napoli Federico II

ITALY

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Lucio Palazzo

Assistant Professor

University of Naples Federico II

ITALY

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Juliana Elisa Raffaghelli

Assistant Professor

University of Padua

ITALY

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Italo TESTA

Research Interests

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About

Articles (18)

The effects of perceived relevance of participation in science-oriented out-of-school time activities on university students’ performance and persistence

Integrating Practice-Based Activities and Visual Representations to Foster Students’ Understanding of Basic Astronomy Phenomena: An Example about Seasonal Changes

Validation of two test anxiety scales for physics undergraduate courses through confirmatory factor analysis and Rasch analysis

A latent profile analysis of students’ attitudes towards astronomy across grades 9–13

Educational innovation in higher education: engineering students’ experiences of Emergency Remote Teaching

Analysis of pseudoscientific beliefs in quantum mechanics of high school students and teachers

Development and use of an instrument to measure pseudoscientific beliefs in quantum mechanics: the PSEUDO-QM scale

Design and Development of a Teaching–Learning Sequence about Deterministic Chaos Using Tracker Software

An Extensive Questionnaire about Metacognition during Emergency Remote Teaching Involving More Than 3000 Engineering Students

Examining the Relation Between First-year University Students’ Intention to Drop-out and Academic Engagement: The Role of Motivation, Subjective Well-being and Retrospective Judgements of School Experience

The relationships between freshmen’s accuracy of self-evaluation and the likelihood of succeeding in chemistry and physics exams in two STEM undergraduate courses

Endorsement of gender stereotypes affects high school students’ science identity

Use of a semiotic-cultural perspective for identifying patterns in students’ drawings about seasonal changes

Development and validation of an instrument to measure students’ engagement and participation in science activities through factor analysis and Rasch analysis

High School Students’ Performances in Transitions between Different Representations of Linear Relationships in Mathematics and Physics

Patterns of Italian high school and university students’ attitudes towards physics: an analysis based on semiotic-cultural perspective

Effects of emergency remote instruction during the COVID-19 pandemic on university physics students in Italy

Validazione di uno strumento per valutare la partecipazione alle attività extracurriculari in area STEM. Il questionario Science Activities Evaluation Engagement (SAEE)

Collaborators (10)

Raffaella Passeggia

Maurizio Zani

Maria Francesca Freda

Marianna CRISPINO

Oreste Tarallo

Claudio Fazio

Raffaele De Luca Picione

GIancarlo Ragozini

Lucio Palazzo

Juliana Elisa Raffaghelli

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