A Longitudinal Approach to Appropriation of Science Ideas: A Study of Students’ Trajectories in Thermodynamics

This article provides an empirical analysis of data collected during 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. During the activities, each student made evident progress in gaining intellectual autonomy as they took part in the teaching/learning dynamics of the classroom. Although the research had, up to now, an empirical orientation, this paper aims to provide a contribution for advancing theory development in physics education research. The study gives an example of the application of a specific model of teaching/learning (the Model of Longitudinal Development) that acted as “framework for action” in the design of the learning environment as “properly complex territory.” The data analysis gives indications for how to develop a theoretical understanding of the concept of “personal learning trajectory” and it provides a basis for exploring the factors that can trigger intellectual autonomy.