The situated nature of the scientific learning requires studies on the role of phenomena exploration in order to activate conceptual change for the scientific and formal thinking (Guile & Young 2003; Vosniadou, 2008; Michelini, 2005, 2010). Design Based Research and Empirical Research are integrated in the framework of Model of Educational Reconstruction (Duit 2006) to individuate a vertical path facing the wide spectra of difficulties evidenced by literature on electromagnetism at different age students (Galili 1995; Borges 1999; Maloney 2001, Guisasola 2003). Rather than general results or catalogues of difficulties, we look at the obstacles that must be overcome to reach a scientific level of understanding. Milestones of a vertical path on electromagnetism and two examples of research based intervention modules on magnetic field properties in primary and secondary school are presented.
Building vertical paths in exploring magnetic phenomena developing formal thinking
MICHELINI, Marisa;SANTI, Lorenzo Gianni;STEFANEL, Alberto;VERCELLATI, Stefano
2014-01-01
Abstract
The situated nature of the scientific learning requires studies on the role of phenomena exploration in order to activate conceptual change for the scientific and formal thinking (Guile & Young 2003; Vosniadou, 2008; Michelini, 2005, 2010). Design Based Research and Empirical Research are integrated in the framework of Model of Educational Reconstruction (Duit 2006) to individuate a vertical path facing the wide spectra of difficulties evidenced by literature on electromagnetism at different age students (Galili 1995; Borges 1999; Maloney 2001, Guisasola 2003). Rather than general results or catalogues of difficulties, we look at the obstacles that must be overcome to reach a scientific level of understanding. Milestones of a vertical path on electromagnetism and two examples of research based intervention modules on magnetic field properties in primary and secondary school are presented.File | Dimensione | Formato | |
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