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Percorsi didattici come strumento di formazione insegnanti - Un esempio inquiry based: Induzione Elettromagnetica = Didactic paths as a teacher training tool - An inquiry-based example: Electromagnetic Induction
Full text linkNella formazione professionale dei docenti, la discussione, coprogettazione
e implementazione in classe di percorsi didattici su temi specifici
che siano basati su ambienti di apprendimento riconosciuti efficaci dalla ricerca
didattica giocano un ruolo determinante. Infatti, un percorso didattico permette
di sperimentare e discutere modelli meta-culturali nei quali sono presenti contemporaneamente
molti elementi che sono importanti per una efficace didattica
della disciplina. Da un lato permette riflessioni meta-disciplinari su concezioni
spontanee degli studenti, nodi concettuali dell’argomento disciplinare considerato
e costruzione coerente della struttura sequenziale; dall’altro, soprattutto se il
percorso `e esperito dai docenti con le stesse metodologie suggerite da utilizzarsi in
classe con gli studenti, incorpora in un ambiente di apprendimento ampio e pluridisciplinare
strategie didattiche e risultati della ricerca. Nella mia esperienza,
una formazione professionale dei docenti particolarmente efficace si attua tramite
percorsi didattici sviluppati in quattro fasi: 1) Fruizione del percorso nel quale
sono presenti insieme docenti e studenti interessati; 2) successiva discussione con
e tra docenti (senza quindi gli studenti) delle strategie didattiche utilizzate e dei
vantaggi/svantaggi della proposta didattica (framework teorico, razionale della
proposta, confronto con manuali scolastici, bibliografia di riferimento in ricerca
didattica e disciplinare, esperienza personale dei docenti); 3) co-progettazione con
gli insegnanti di un percorso da sperimentare in classe, in generale meno ampio
di quello presentato nella fase 1), che tenga conto dello specifico ambiente scolastico
e della weltanschauung dell’insegnante; 4) sperimentazione del percorso,
discussione delle attivit`a svolte in classe e analisi dei risultati. Verr`a brevemente
presentato un esempio di formazione di questo tipo consistente in un percorso
sull’Induzione Elettromagnetica in un contesto di apprendimento attivo, il pi`u
delle volte inquiry based.In teachers professional training, the discussion, co-design and implementation
in classroom of didactic paths on specific topics, based on learning
environments that are recognized as effective by research in physics education,
play a decisive role. In fact, an educational path allows to experiment and discuss
meta-cultural models with many elements that are important for an effective
teaching of the discipline. On the one hand, it allows meta-disciplinary reflections
on students’ spontaneous conceptions, on subject matter conceptual nodes and on
a coherent construction of the sequential structure; on the other hand, especially if the path is experienced by teachers with the same methodologies suggested for
students, it incorporates teaching strategies and research results into a broad and
multidisciplinary learning environment. In my experience, a particularly effective
professional training of teachers is implemented through didactic paths developed
in four phases. 1) A course in which interested teachers and students are present
together. 2) A subsequent discussion only with and among teachers (i.e., without
students) of the didactic strategies used and about the advantages/disadvantages
of the didactic proposal (theoretical framework, rationale of the proposal, comparison
with school manuals, reference bibliography about research in education
and about disciplinary aspects, personal experience of teachers). 3) Co-planning
with teachers of a path to be tested in classroom, generally smaller than the one
presented in phase 1), that takes into account the specific school environment
and the teacher’s weltanschauung. 4) Experimentation of the path, discussion of
the activities carried out in classroom and analysis of the results. An example of
this type of teachers professional training will be briefly presented, it consists of
a path on Electromagnetic Induction in an active learning context, most of the
time inquiry based
L’aspetto fondamentale della teoria nella didattica della fisica quantistica
No full textMost educational presentations of quantum physics show interpretative difficulties dating back to the early ‘900 and lacking a suitable analysis of the meaning of “reality” that emerges from the theory. No wonder, therefore, that school paths derived from them often leave students confused, at all age levels. The main problem stems from the lack of awareness of the nature of physical theories and their relationship with the outcome of possible experiments. We will discuss this nature both, from the epistemological and the educational point of view and give indications to provide an increasingly solid foundation for the educational reconstructions of the content, for quantum as well as for classical physics, and therefore, to contribute to create conditions for a better teaching of physics in general
La lezione della fisica quantistica
No full textA lot of difficulties aroused in interpreting Quantum Physics from its very beginnings up today. Here, we try to detect some of the reasons of such difficulties mainly in the lack of consciousness about the proper, and exclusive, nature of the theory, rigorously identified with its formal symbolism (first of all, the mathematical one). Due to this lack of consciousness, usually people try to grasp the theory's concepts by referring to a blend of ideas taken from other physical theories to which they, furthermore, add up pre-science and common sense schemes (we refer to "schemes" as for in cognitive psychology). We propose to rigorously keep to quantum mathematical formalism, in order to avoid misinterpretations of it, which especially arouse by connecting a quantum theory with classical physics' concepts in wrong ways, and by trying to interpret either quantum and classical physics' concepts by common sense's schemes. We maintain that - while the lasting existence of several theories (i.e. classical, statistical, and relativistic physics, besides quantum mechanics and the teory of quantum fields) asks for further research -nevertheless the addition to a quantum theory of any extraneous concept or common sense's scheme only stems from a misconception of such a theory, and of nature, scope and aims of science itself
Il teatro di fisica come primo passo verso l'Inquiry Based Science Education nel progetto europeo TEMI
No full textQuousque tandem?
No full textOgni disciplina ha un suo modo di approcciarsi al mondo e generare cultura. In questo modo specifico, essa costruisce strade che la collegano indissolubilmente alle altre discipline in una rete di storie che si evolve e ne genera di nuove, ed evidenzia limiti e potenzialità di ogni narrazione mettendo in evidenza i suoi aspetti umani. Una spiegazione scientifica é, infatti, “una storia su come alcune entità immaginate, ma considerate reali, possano agire insieme per produrre il fenomeno da spiegare”. E' necessario quindi narrare, comunicare, per spiegare e per capire. Tale comunicazione può avvenire attraverso modalità differenti, perché i linguaggi sono molti, complementari e veicolati in modalità diverse (teatro, giochi di ruolo, racconti, giochi educativi, ...). Siamo sospesi nel linguaggio; perciò é possibile che linguaggi differenti aiutino ad affrontare “differenti” tematiche. Fino a quando continueremo allora ad utilizzare la solita lingua per i nuovi concetti? Quousque tandem
Mommy Comet brings children to discover the solar system
No full textMommy Comet is a set of short stories that like a train transport children in the landscape of the
Solar System from the Earth to the Oort cloud. The stories form the framework of our approach to
mechanics in primary school with the goal of introducing children to the notion of trajectory and the
motion of free falling objects in the general contest of astronomy. The key is a unified and simplified,
but not trivial, sketch of all celestial motions: each body is falling with an elliptical path towards another
body. In this paper we report the results of a small experimentation with two groups, of about fifty
primary school children each, aged six and ten. The results obtained clearly indicates the utility of the
approach and point out different kind of conceptualization between the first and the fifth grade
students: the former are in general more accurate in their pictorial and figurative drawings while the
latter are less accurate, but more abstract and more dynamic in their descriptions
Theories as crucial aspects in quantum physics education
Full text linkA lot of difficulties aroused in interpreting quantum physics from its very beginnings up today are still at the core of most educational presentations. In fact, usually people try to grasp theoretical concepts by referring to a blend of ideas taken from scientific, pre-scientific and common sense schemes. In this paper a pre-condition for every educational approach will be proposed: to rigorously keep to quantum mathematical formalism in order to understand the meaning and the “reality” of quantum physics. It will be argued that the addition to quantum theories of most extraneous concept or common sense scheme comes from an ambiguous idea of nature, scope and aims of science itself
Some didactical suggestions for a deeper embedding of DC circuits into electromagnetism
Full text linkUndergraduate students often encounter great difficulties in understanding Ohm's law and electrical circuits. Considering the widespread students' beliefs and their common mistakes, as they come out from the literature and our teaching experience, we think that a relevant source of these problems comes from the fact that electrical circuits are generally treated separately from the other topics of electromagnetism, with poor reference to the circulation of the electric field. We present here a way to deal with electrical circuits that could help students to overcome their difficulties. In our approach, the electric field is the protagonist and the mathematical tool the students are asked to use is its circulation. In the light of the circulation of the electric field, the experimental Ohm's law is revisited, the concept of electromotive force is discussed and some suggestions to eliminate common misconceptions about the role of a battery in a circuit are presented
High School Students Face the Magnetic Vector Potential: some Relapses in their Learning and Tips for Teachers Dealing with Electromagnetism
No full textUniversity of Milan, Italy.
Abstract
Although the magnetic vector potential is currently treated at university level in
electromagnetism and modern physics courses, in secondary school it is never introduced.
On the contrary, a quite important place is given to the electric scalar potential, especially
in connection with the description of electrical circuits, thus creating a certain asymmetry in
the didactical presentation of the electric and magnetic fields.
Here we present the results of an experimentation carried out with 25 secondary school
students to whom we have introduced the magnetic vector potential using the integral tools
of circulation and flux, in close analogy with the usual presentation of the electrostatic
scalar potential in secondary school. Since these mathematical tools are the same that
students use for writing Maxwell’s equations, our strategy for the introduction of the vector
potential is also useful to strengthen and improving students’ learning of more common and
basic concepts in electromagnetism. Besides a description of what can be done in
classroom work, here we also present some considerations for teachers to further motivate
the introduction of vector potential in secondary school. In particular we deal with some
opportunities provided by a re-writing of the Maxwell’s equations in terms of potentials.
Therefore, we outline connections between electromagnetism and special relativity, so to
highlight the importance of vector potential in addition to the traditional scalar potential in
a modern presentation of electromagnetism at high school level
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