Olivia Levrini

1995 –  Graduate in Physics, University of Bologna (cum laude)

2000 –  PhD in Physics, University of Bologna

2000 - 2002 – "Assegno di ricerca" (Post-doc grant) University of Bologna

2001 – National certificate for the teaching of Physics in secondary high school

2005 – Grant of the University of Bologna (Marco Polo Project) for spending a period of three months as visiting scholar at the Graduate School of Education, University of California at Berkeley (June-September), within the research group leaded by Prof. A. A. diSessa.

2002 – 2014: Assistant Professor in Physics Education, Department of Physics and Astronomy, University of Bologna

2014 - 2023: Associate Professor in Physics Education and History of Physics, Department of Physics and Astronomy, University of Bologna

Since Navember 1st, 2023: Full Professor in Physics Education and History of Physics, Department of Physics and Astronomy, University of Bologna

Ambassador 2018 of the city of Bologna.

TEACHING

2001 – 2009   Physics Education at the Post-graduate school for secondary school teaching (SSIS) at University of Bologna and at the Free University of Bolzano.

2005 – 2013 Module of Relativity, in collaboration with A. De Ambrosis (University of Pavia), within the University MASTER IDIFO (Directed by M. Michelini).

2011 – 2018 History of Physics, Second level graduation in Physics at the University of Bologna.

2013 - 2014 Physics Education and History of Physics, “Tirocinio Formativo Attivo” (TFA), a post-graduate school for secondary school teaching.

2014 - present Physics Teaching: theoretical and experimental aspects, First level graduation in Physics at the University of Bologna.

2004 – present Physics Education - Advanced topics, Second level graduation in Physics at the University of Bologna.

PROFESSIONAL SERVICE

• Conference President of the 2019 ESERA conference, Bologna, August 26-30, 2019.
• Associate Editor of the journal Science & Education (from January 2020).
• Member of the Editorial Board del Physical Review - Physics Education Research (from January 2017 to December 2019).
• Scientific responsible for the Museum of Physics, UNIBO, 2017-2019 and member of the Scientific Committee of "Sistema museale d'Ateneo".
• Reference for the Curriculum in Physics Education and History of Physics, within the Master Degree in Physics (active from the A.Y. 2018-2019).
• Co-chair (with Tamer Amin, American University of Beirut) and coordinator of the Local Organizing Committee of the 9^th meeting of the Special Interest Group on Conceptual Change of the European Association for Research on Learning and Instruction (EARLI), Bologna, Italy, August 26-29, 2014.
• Coach at the “ESERA summer school 2012 for science education PhD students”, Bad Honnef, Germany, July 22-27, 2012.
• Reviewer for the journals Science & Education, International Journal of Science and Mathematics Education, Progress in Science Education.
• Referee for international conferences (GIREP, ESERA, NARST, ICLS).

EUROPEAN AND NATIONAL PROJECTS

Role of project coordinator (PI)

FEDORA: Future-oriented Science EDucation to enhance Responsibility and engagement in the society of Acceleration and uncertainty (Horizon 2020, Swafs, GA 87284,01/09/2020-31/08/2023) (www.fedora-project.eu).

IDENTITIES: Integrate Disciplines to Elaborate Novel Teaching approaches to InTerdisciplinarity and Innovate pre-service teacher Education for STEM challenges (ERASMUS +, KA2, 2019-1-IT02-KA203-063184, 01/09/2019 - 31/08/2022 (www.identititiesproject.eu).

I SEE - Inclusive STEM Education to Enhance the capacity to aspire and imagine future careers (ERASMUS +, KA2, 2016-1-IT02-KA201-024373, 01/09/2016 - 31/08/2019) (www.iseeproject.eu).

Role of unit coordinator

CLIMADEMY: CLIMAte Change Teacher AcaDEMT (ERASMUS-EDU-2021-PEX-TEACH-ACA, Project ID: 101056066, 01/06/2022-31/05/2025 - Coordinator: Maria Kanakidou, University of Crete)

SEAS: Science Education for Action and Sustainability (Horizon 2020, SwafS-01-2018-2019-2020, Project No. 824522, coordinator: Erik Knain, University of Oslo.

RAISE: Raw mAterIals Students intErnship. A Wider Society Learning activity of the EIT RawMaterials BP2019, coordinator: Paolo Dambruoso, CNR-Bologna.).

HOPE-Network – Horizons in Physics Education (EU-LLP, 2013-3710_540130-LLP-1-2013-1-FR-ERASMUS-ENW, October 2013 – September 2016). Project Coordinator: Nadine Witkowski, Université Pierre et Marie Curie – UPMC, Paris, France. My role: Contact person of UNIBO and coordinator of the discussion group WG1-B (http://www.hope-network.eu/ ).

IRRESISTIBLE - Including Responsible Research and Innovation in Cutting-Edge Science and Inquiry-Based Science Education to Improve Teacher's Ability of Bridging Learning Environments (EU-LLP, GA number 612367, November 2013 - October 2016). Project Coordinator: Jan Apotheker, University of Groningen, Netherlands. My role: member of the UNIBO team, which is partner of the Project and WP6 coordinator (http://www.irresistible-project.eu/).

STENCIL - Science Teaching European Network for Creativity and Innovation in Learning (EU-LLP, January 2011 - December 2013). Project Coordinator: Amitié s.r.l. My role: contact person for the Department of Physics Astronomy (Associate partner) and co-author of Guidelines and Manifesto (deliverables WP7) (http://www.stencil-science.eu [http://www.stencil-science.eu/]).

TRACES - Transformative Research Activities. Cultural diversities and Education in Science (EU-7FP, Project no. 244898, July 2010 – June 2012). Project Coordinator: Emilio Balzano, Department of Physics, University of Naples “Federico II”. My role: member of the Naples team (http://www.traces-project.eu/).

PIANO LAUREE SCIENTIFICHE, Local responsible since 2016-17 (http://www.pls.unibo.it/it/fisica).

F21 - Percorsi di Formazione in Fisica per il 21° Secolo (PRIN 2004-2007). Project Coordinator: Paolo Guidoni, Department of Physics, University of Naples “Federico II”. My role: member of the Bologna Unit and co-editor of the final book of the project: “Guidoni P., Levrini O. (eds.) (2008). Approcci e proposte per l'insegnamento-apprendimento della fisica a livello preuniversitario, dal progetto PRIN F 21, Forum Editrice, Udine.”

MAIN PUBLICATIONS

1. Levrini, O., Tasquier, G., Barelli, E., Laherto, A., Palmgren, E.K., Branchetti, L., Wilson, C. (2021). Recognition and operationalization of Future-Scaffolding Skills: Results from an empirical study of a teaching-learning module on climate change and futures thinking. Science Education, DOI: 10.1002/sce.21612
2. Levrini, O., Fantini, P., Barelli, E., Brachetti, L., Satanassi, S., Tasquier, G. (2021). The Present Shock and Time Re-appropriation in the Pandemic Era.Sci & Educ.30, 1–31 https://doi.org/10.1007/s11191-020-00159-x
3. Levrini, O., Levin, M., Fantini, P. (2020). Fostering Appropriation Through Designing for Multiple Access Points to a Multi-Dimensional Understanding of Physics. In B. W. Harrer, E. C. Sayre, L. Atkins Elliott (eds.), Focus Collection on Curriculum Development: Theory into Design. Phys. Rev. Phys. Educ. Res. 16, 020154
4. Levrini, O., Tasquier, G., Branchetti, L. & Barelli, E. (2019). Developing future-scaffolding skills through science education. International Journal of Science Education, DOI 10.1080/09500693.2019.1693080
5. Branchetti, L., Cattabriga, A. & Levrini, O. (2019). Interplay between mathematics and physics to catch the nature of a scientific breakthrough: The case of the blackbody. Physical Review - Physics Education Research 15, 020130 (2019).
6. Levrini, O., Levin, M., Fantini, P., & Tasquier, G. (2018). Orchestrating classroom discussions that foster appropriation, Science Education, 1–30. https://doi.org/10.1002/sce.21475;
7. Kapon, S., Laherto, A., Levrini, O. (2018). Disciplinary authenticity and personal relevance in school science. Science Education, DOI: 10.1002/sce.21458
8. Amin, T. G. & Levrini O. (Eds) (2018). Converging Perspectives on Conceptual Change. Mapping an Emerging Paradigm in the Learning Sciences, London and New York: Routlege, pp.351
   
9. Tasquier, G., Levrini, O., & Dillon, J. (2016). Exploring Students’ Epistemological Knowledge of Models and Modelling in Science: Results From a Teaching/Learning Experience on Climate Change, International Journal of Science Education DOI: 10.1080/09500693.2016.1148828
10. Levrini O., Fantini P., Pecori B., Tasquier G., Levin, M. (2015). Defining and Operationalizing ‘Appropriation’ for Science Learning, Journal of the Learning Sciences, 24(1), 93-136, DOI: 10.1080/10508406.2014.928215
11. Levrini O. (2014). The Role of History and Philosophy in Research on Teaching and Learning of Relativity. In M. R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching, Springer Netherlands, 157-181.
    
12. Levrini O., Fantini P. (2013). Encountering Productive Forms of Complexity in Learning Modern Physics. Science & Education, 22 (8), 1895–1910, DOI 10.1007/s11191-013-9587-4
13. De Ambrosis A., Levrini O. (2010), How physics teachers approach innovation: An empirical study for reconstructing the appropriation path in the case of special relativity, Physical Review Special Topics - Physics Education Research, DOI: 10.1103/PhysRevSTPER.6.020107.
14. Levrini O., diSessa A.A. (2008). How Students Learn from Multiple Contexts and Definitions: Proper Time as a Coordination Class. Physical Review Special Topics - Physics Education Research 4, 010107.