The paper concerns the analysis of a successful classroom experience where secondary school students made evident progress in appropriating thermodynamics according to personal approaches. The main result of the analysis is the construction of a definition of appropriation which is operational in two senses: (i) it includes the indication of what observable features must be searched in students’ discourses for recognizing appropriation; (ii) it is effective for recognizing appropriation also in cases where it is not evident. The study 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.
Olivia Levrini, Giulia Tasquier, Barbara Pecori, Paola Fantini (2014). From Heuristics to Humble Theories in Physics Education: The Case of Modelling Personal Appropriation of Thermodynamics in Naturalistic Settings. n.d. : Springer International Publishing Switzerland [10.1007/978-3-319-00297-2_48].
From Heuristics to Humble Theories in Physics Education: The Case of Modelling Personal Appropriation of Thermodynamics in Naturalistic Settings
LEVRINI, OLIVIA;TASQUIER, GIULIA;PECORI, BARBARA;
2014
Abstract
The paper concerns the analysis of a successful classroom experience where secondary school students made evident progress in appropriating thermodynamics according to personal approaches. The main result of the analysis is the construction of a definition of appropriation which is operational in two senses: (i) it includes the indication of what observable features must be searched in students’ discourses for recognizing appropriation; (ii) it is effective for recognizing appropriation also in cases where it is not evident. The study 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.
