The main lines of a collaboration developed at the Universities of Bologna, Milano-Bicocca, Napoli, Roma-Tre, Roma-Sapienza, Torino will be presented. The research continues the National Project F21 (“Teaching and learning pathways in Physics for the 21th century, in both ‘formal’ and ‘informal’ education”, 2004-2007), coordinated by P. Guidoni, whose objective was to improve and to refine a model for physics teaching, able to support understanding and motivation since early descriptive approaches to progressively more formal ones - including quantitative competence in selected themes of classical physics and non trivial understanding of modern physics insights. The collaborative work will be discussed according to: - its theoretical framework; - the basic research choices that are orienteering studies aimed at addressing school problems in designing long (K-13) conceptual paths for physics understanding in interaction with mathematics and other subject matters (cross-curricula); - the open problems, hypotheses and strategic lines characterizing the current development of the research. Particular emphasis will be given to the research approach we chose to address the problem of reconstructing the whole curriculum (K-13). And we propose, at the end, to re-think, revise and unify coherently the existent materials on the basis of some fundamental “Framing Ideas" of physical knowledge. Such ideas – SPACE, TIME, MATTER, STATE, PROCESS, INTERACTION – should act as basic, structuring categories whose meaning variance in the development of physics reflects the link between the growth of physical knowledge and the change of its transverse connections and internal organization. The development of the framing ideas, of their relationships, and of their effective structuring role, will be pursued and analyzed according to two privileged “Longitudinal Leading Themes”, in turn acting as central attractors in the progressive articulation of the physics competence: - Physical Objects (material systems, fields, particles,…) and their Interactions; - Space-time relationships (movement, propagation, transformations…).
O. Levrini, A. Altamore, E. Balzano, E. Bertozzi, M. Gagliardi, E. Giordano, et al. (2009). LOOKING AT THE PHYSICS CURRICULUM IN TERMS OF FRAMING IDEAS. s.l : s.n.
LOOKING AT THE PHYSICS CURRICULUM IN TERMS OF FRAMING IDEAS
LEVRINI, OLIVIA;BERTOZZI, EUGENIO;GAGLIARDI, MARTA PAOLA FRANCESCA;
2009
Abstract
The main lines of a collaboration developed at the Universities of Bologna, Milano-Bicocca, Napoli, Roma-Tre, Roma-Sapienza, Torino will be presented. The research continues the National Project F21 (“Teaching and learning pathways in Physics for the 21th century, in both ‘formal’ and ‘informal’ education”, 2004-2007), coordinated by P. Guidoni, whose objective was to improve and to refine a model for physics teaching, able to support understanding and motivation since early descriptive approaches to progressively more formal ones - including quantitative competence in selected themes of classical physics and non trivial understanding of modern physics insights. The collaborative work will be discussed according to: - its theoretical framework; - the basic research choices that are orienteering studies aimed at addressing school problems in designing long (K-13) conceptual paths for physics understanding in interaction with mathematics and other subject matters (cross-curricula); - the open problems, hypotheses and strategic lines characterizing the current development of the research. Particular emphasis will be given to the research approach we chose to address the problem of reconstructing the whole curriculum (K-13). And we propose, at the end, to re-think, revise and unify coherently the existent materials on the basis of some fundamental “Framing Ideas" of physical knowledge. Such ideas – SPACE, TIME, MATTER, STATE, PROCESS, INTERACTION – should act as basic, structuring categories whose meaning variance in the development of physics reflects the link between the growth of physical knowledge and the change of its transverse connections and internal organization. The development of the framing ideas, of their relationships, and of their effective structuring role, will be pursued and analyzed according to two privileged “Longitudinal Leading Themes”, in turn acting as central attractors in the progressive articulation of the physics competence: - Physical Objects (material systems, fields, particles,…) and their Interactions; - Space-time relationships (movement, propagation, transformations…).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
