Conceptual knots in classical physics are often cited as motivation for the exclusion of modern physics from secondary school, but the physics of the last century is now part of the secondary school curricula in many EU countries and in the last 10 years appear in secondary textbooks, even if not in an organic way and with a prevalent narrative approach. Therefore, a wide discussion is now growing on goals, rationale, contents, instruments and methods for its introduction in secondary school. Modern physics in secondary school is a challenge which involves the possibility to transfer to the future generations a culture in which physics is an integrated part, not a marginal one, involving curricula innovation, teacher education and physics education research in a way that allows the students to manage them in moments of organized analysis, in everyday life, in social decisions. In the theoretical framework of the Model of Educational Reconstruction, we developed a research-based educational proposal organized in five perspective directions: 1) the analysis of some fundamental concepts in different theories, i.e. state, measure, cross section; 2) problem solving by means of a semiclassical interpretation of some physics research experimental analysis techniques; 3) the study of phenomena bridging different theories in physics interpretation, i.e. diffraction; 4) phenomenological exploration of new phenomena, i.e. superconductivity, 5) approaching the basic concepts in quantum mechanics to develop formal thinking starting from phenomenal exploration of simple experiments of light polarization. Research is focused on contributions to the practice of developing coherent learning proposals in vertical perspective related to content by means of Design Based Research, to produce learning progression and to find ways to offer opportunities for understanding and experiencing what physics is, what it deals with and how it works in an operative way. Empirical data analysis of student reasoning in intervention modules supports proposed strategies.

Research based proposals to build modern physics way of thinking in secondary students

Michelini M.
;
Santi L.;Stefanel A.
2017-01-01

Abstract

Conceptual knots in classical physics are often cited as motivation for the exclusion of modern physics from secondary school, but the physics of the last century is now part of the secondary school curricula in many EU countries and in the last 10 years appear in secondary textbooks, even if not in an organic way and with a prevalent narrative approach. Therefore, a wide discussion is now growing on goals, rationale, contents, instruments and methods for its introduction in secondary school. Modern physics in secondary school is a challenge which involves the possibility to transfer to the future generations a culture in which physics is an integrated part, not a marginal one, involving curricula innovation, teacher education and physics education research in a way that allows the students to manage them in moments of organized analysis, in everyday life, in social decisions. In the theoretical framework of the Model of Educational Reconstruction, we developed a research-based educational proposal organized in five perspective directions: 1) the analysis of some fundamental concepts in different theories, i.e. state, measure, cross section; 2) problem solving by means of a semiclassical interpretation of some physics research experimental analysis techniques; 3) the study of phenomena bridging different theories in physics interpretation, i.e. diffraction; 4) phenomenological exploration of new phenomena, i.e. superconductivity, 5) approaching the basic concepts in quantum mechanics to develop formal thinking starting from phenomenal exploration of simple experiments of light polarization. Research is focused on contributions to the practice of developing coherent learning proposals in vertical perspective related to content by means of Design Based Research, to produce learning progression and to find ways to offer opportunities for understanding and experiencing what physics is, what it deals with and how it works in an operative way. Empirical data analysis of student reasoning in intervention modules supports proposed strategies.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11390/1126601
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