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Teacher’s notebook containing for each topic the basic nuclei, the conceptual nodes, a direction of the didactic path, the concept map and proposals for experiments.
An in depth report on transversal aspects
ORAL DISCUSSION OF PORTFOLIO
If necessary, the course can be held in English.
Specific goals are
• To form a teacher who integrates the knowledge of the contents (CK) with the pedagogical one
(PK) for a professional teaching – teach ability – (PCK) on the basic scientific education in which physics has
its own specific role in a transversal perspective.
• Reconstruct the foundations of physics in a didactic perspective to form those cultural bases that
allow to answer the curious questions on everyday phenomena.
• Get used to metacognitive reflection on scientific knowledge to build a personal one
conceptual knowledge and design consistent proposals in educational terms for the context
of physics.
• Discuss research results on scientific learning processes and in physics in particular
to build skills for the use of effective strategies and methods producing learning environments for scientific learning.
• Offer opportunities to learn, experience, discuss and re-elaborate educational proposals for
the secondary school.
• Building the teacher’s skills to organize scientific learning from first observations of the world, gradually, to formal thought and the interpretative models, bridging from ideas of common sense to scientific ones.
• Learn how to document spontaneous processes of conceptual construction of knowledge in
physics to make use of it in operational terms.
• Addressing issues that are necessary to guarantee competence on the following topics foreseen in the
legislation: measures and units of measurement; density and principle of Archimedes; the atomic composition of some materials; elements of astronomy; elements of electrostatics and electrical circuits; heat and temperature; thermal phenomena and thermodynamics; the sound.
• Looking in interdisciplinar perspective the different topics for the ecological soustenability of our word and of the educational process
• Become aware of the main concepts in modern physics interpretation of the world
The characters of physics teaching professionalism and teacher training models
Active teaching strategies and methods: IBL and PEC methods.
Didactic planning: the theoretical framework of the MER and the DBR. The learning progression.
Monitoring of learning, monitoring tools and methods of data analysis.
The students’ spontaneous ideas and the role of conceptual change for science learning
Interdisciplinarity.
The mathematical and physical interplay.
The role of Lab in Physics Education.
The role of ICT for learning physics.
Discussion of didactic proposals on the following topics
PRELUDE TO PHYSICS. The epistemic roots of physics, the founding nuclei and the their own methodologies. Role of theories, models and laws. The principles of physics and the nature of physics quantities.
THE MEASURE. The physics quantities. Measurements and Measurement instruments. Exploring the main quantities: length, surface, volume, mass, time, density. Calibration of measuring instruments.
MOTO: Reference systems. Position, speed and acceleration in bi- and three-dimensional motion. The graphs of the motion.
ASTRONOMY. Positional astronomy. Local and global reference systems. From the study of
the motion of the sun in an Alt-azimutal system to the planetary model in relation to everyday phenomena, to the seasons. Gnomons, sundials and calendars.
THE DYNAMICS. Force as interaction. Gravitational interaction. The weight. The elastic force. The constrained reaction. Friction. Other types of forces. The laws of dynamics. The bouncing balls phenomenon. Collisions and momentum. Principle of inertia and inertia systems. Static and dynamic equilibrium of mayterial point and of systems.
FLUIDS. Properties of fluids in eqyuilibrium and the main applications. Pressure. Pascal principle. Stevino’s law. Archimedes’ buoyancy and law. Basics of fluiddynamics.
SOUND. Sources, characteristics, propagation and sound detection. The waves and the sound waves.
Exploration of sound and musical phenomena.
STATES AND THERMAL PROCESSES. Temperature and thermal equilibrium. Thermal sensation and thermal interactions. From heat exchanges to the nature of heat. States and thermodynamics processes. Phase transition. Heat and work of dissipative forces.
ENERGY. Nature and operational definition of energy as a process language and transformation
descriptor. Exploration of transformations and rereading them in energy terms. Internal
energy and the first principle of thermodynamics. Irreversibility of natural phenomena and the second principle of thermodynamics.
OPTICS. Exploration in the daily of phenomena of reflection, refraction and diffraction, polarization. Light and vision. Common sense ideas. Nature of light and historical models. Light propagation and detection, images.
ELECTRICAL PHENOMENA AND CIRCUITS. The charge in matter. Electrical interactions and their
main descriptors. The electrical potential and the motion of the charges. The electrical circuit and the current. Study of simple circuits and equivalent circuits.
MAGNETIC PHENOMENA. Magnetic properties of matter. Magnetic interactions between different materials and magnetic field lines as descriptors of the magnetic
Modern Physics in Secondary School and in particular:
OPTICAL SPECTROSCOPY. Light and colors. Sources of light. Light-matter interaction. Energy and light. Optical spectra.
properties of space.
QUANTUM MECHANICS: a conceptual path on the fundamenta.
SUPERCONDUCTIVITY: an experimental path on phenomena.
Principi di Fisica, EdiSES; 2) Peter J Nolan, Fondamenti di Fisica, Zanichelli
o A Ambrosini, M Caporaloni, M Ambrosini, La misura , Zanichelli
o Cottino L, Dal Corso, etc, MISURA, 10, Pitagora Editrice Bologna
http://www.pitagoragroup.it/pited/Cottino%201845.html
‐ A B Arons, Guida all’insegnamento della Fisica, Zanichelli, Bologna
‐ M Vicentini, M Mayer, Didattica della Fisica , La Nuova Italia
‐ J J Schwab , L’insegnamento della scienza , Armando Armando Editore, Roma
‐ C Swartz, Preludio alla fisica , Casa editrice Ambrosiana, Milano
o Problemi di apprendimento sui principali concetti fisici di base. Principali riferimenti: a) Misconceptions in
http://amasci.com/miscon/opphys.html , b) Numero speciale de La Fisica nella Scuola 1979 (www.aif.it)
– Studio del moto: materiali di riferimento sono le proposte di attività contenute in Michelini M, Santi L, Sperando R.M., Proposte didattiche su forze e movimento. Le tecnologie informatiche nel superamento di nodi concettuali in fisica. Forum, 2002. Udine, Italia. ISBN 88-8420-075-X
Bibliografia – Materiali di supporto
o Testi e schede didattiche del pacchetto: www.uniud.it/cird/Geiweb.
o Testi e materiali consultabili anche nella pagina www.fisica.uniud.it/URDF/
‐ Imperio A, Michelini M (2006), I fluidi in equilibrio: una proposta didattica basata su un percorso di esperimenti, Forum, Italy [ISBN: 88-8420-371-6].
‐ Imperio A, Michelini M, Santi L (2006), I fluidi in equilibrio: catalogo di esperimenti, Forum, Italy
[ISBN: 88-8420-361-9].
‐ Gigante S, Michelini M(2006), Fenomeni termici: una proposta didattica, Forum, Italy.
‐ Michelini, M, Stefanel A, Stati e processi termici, Litho Stampa 2004.
‐ Michelini M, Stefanel A, I fenomeni elettromagnetici, Litho Stampa, 2004.
‐ Fedele B, Michelini M, Stefanel A (2006), Fenomeni magnetici ed elettromagnetici: una proposta
didattica, Forum, Italy.
‐ Fedele B, Michelini M, Stefanel A (2006), Fenomeni magnetici ed elettromagnetici: catalogo di
esperimenti, Forum, Italy [ISBN: 88-8420-362-7].
‐ Michelini M, Toffolo A (2006), Fenomeni acustici: una proposta didattica, Forum, Italy
