The paper concerns the analysis of a successful classroom experience where the students made evident progress in appropriating physics knowledge according to personal approaches. The data refer to the implementation of a teaching proposal on thermodynamics in a class of 20 students (17 year-olds) of a scientifically-oriented secondary school in Italy. The main result of the analysis is the construction of a definition of appropriation, able to act as operative tool for recognising whether students appropriate physics in real classroom contexts. The study is methodologically framed within the Design Studies. According to such a framework, the paper, although empirically-based, is theoretically-oriented: it is the first step of an iterative process aimed at developing a “humble theory” for explaining when, how and why appropriation is triggered and supported in real classrooms.
TOWARD A THEORETICAL EXPLANATION OF THE INTERPLAY BETWEEN THE COLLECTIVE AND THE INDIVIDUAL DYNAMICS IN PHYSICS LEARNING / O. Levrini; P. Fantini; M. Gagliardi; G. Tasquier; B. Pecori. - ELETTRONICO. - (2012), pp. 102-108.
TOWARD A THEORETICAL EXPLANATION OF THE INTERPLAY BETWEEN THE COLLECTIVE AND THE INDIVIDUAL DYNAMICS IN PHYSICS LEARNING
LEVRINI, OLIVIA;FANTINI, PAOLA;GAGLIARDI, MARTA PAOLA FRANCESCA;TASQUIER, GIULIA;PECORI, BARBARA
2012
Abstract
The paper concerns the analysis of a successful classroom experience where the students made evident progress in appropriating physics knowledge according to personal approaches. The data refer to the implementation of a teaching proposal on thermodynamics in a class of 20 students (17 year-olds) of a scientifically-oriented secondary school in Italy. The main result of the analysis is the construction of a definition of appropriation, able to act as operative tool for recognising whether students appropriate physics in real classroom contexts. The study is methodologically framed within the Design Studies. According to such a framework, the paper, although empirically-based, is theoretically-oriented: it is the first step of an iterative process aimed at developing a “humble theory” for explaining when, how and why appropriation is triggered and supported in real classrooms.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
