The paper deals with physics teaching/learning in high school. An investigation in three upper secondary school classes in Italy explored the reactions of students to a structuring lecture on optics within the discipline-culture (DC) framework that organises physics knowledge around four interrelated fundamental theories of light. The lecture presented optics as an unfolding conceptual discourse of physicists regarding the nature of light. Along with the knowledge constructed in a school course of a scientific lyceum, the students provided epistemological comments, displaying their perception of physics knowledge presented in the classroom. Students’ views and knowledge were investigated by questionnaires prior to and after the lecture and in special discussions held in each class. They revealed a variety of attitudes and views which allowed inferences about the potential of the DC framework in an educational context. The findings and interpretation indicate the positive and stimulating impact of the lecture and the way in which DC-based approach to knowledge organization makes physics at school cultural and attractive.
Levrini, O., Bertozzi, E., Gagliardi, M.P.F., Nella Grimellini, T., Pecori, B., Tasquier, G., et al. (2014). Meeting the Discipline-Culture Framework of Physics Knowledge: A Teaching Experience in Italian Secondary School. SCIENCE & EDUCATION, 23, 1701-1731 [10.1007/s11191-014-9692-z].
Meeting the Discipline-Culture Framework of Physics Knowledge: A Teaching Experience in Italian Secondary School
LEVRINI, OLIVIA;BERTOZZI, EUGENIO;GAGLIARDI, MARTA PAOLA FRANCESCA;PECORI, BARBARA;TASQUIER, GIULIA;GALILI, IGAL
2014
Abstract
The paper deals with physics teaching/learning in high school. An investigation in three upper secondary school classes in Italy explored the reactions of students to a structuring lecture on optics within the discipline-culture (DC) framework that organises physics knowledge around four interrelated fundamental theories of light. The lecture presented optics as an unfolding conceptual discourse of physicists regarding the nature of light. Along with the knowledge constructed in a school course of a scientific lyceum, the students provided epistemological comments, displaying their perception of physics knowledge presented in the classroom. Students’ views and knowledge were investigated by questionnaires prior to and after the lecture and in special discussions held in each class. They revealed a variety of attitudes and views which allowed inferences about the potential of the DC framework in an educational context. The findings and interpretation indicate the positive and stimulating impact of the lecture and the way in which DC-based approach to knowledge organization makes physics at school cultural and attractive.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
