It is nowadays universally recognized that the training of teachers, especially primary school teachers, requires integration of the education in physics and in the psychological and pedagogical fields.Therefore, a cultural background in physics is necessary, as well as knowledge of the conceptual difficulties and of the teaching methods typical of the discipline itself. The formation in a specific field of knowledge has to provide teachers with the capability of transferring concepts.Hence the problem is how to realize a formation supplying educational tools for different situations and contexts, therefore improving teaching competences. Different educational models have been proposed, referring to teaching equipments and operational strategies in meta-cultural, experiential, or situated forms.This work moves from the assumption that pre-service training of teachers requires education in this discipline through the teaching of the discipline itself. This objective can be achieved by means of teaching activities in which the planning as well as the reflection on didactical proposals are an integral part of the teaching process. Moreover, the direct involvement is considered to be effective only when it is operative and tasks and goals to be reached are clearly defined.We have selected different strategies based on such hypotheses and characterized by putting in situation and by realizing operative involvement. Not completely defined instruments have been offered to the students because the elaboration and the planning phases are considered part of the intervention therefore integrating professional formation with disciplinary formation.The present research refers to the study of the impact of such a strategy on the initial teacher formation. The analysis is centred on the improvement of critical and planning capacities for the construction of professional competences in physics education, with particular care to the planning of single experimental activities, of explorative experimental chains and of maps and conceptual networks for the definition of paths for formal instruments management, either for personal exploration, or for didactical proposal definition.
Materials science and optics in the arts: case studies to improve physics education / Corni, Federico; Ottaviani, Giampiero; M., Michelini. - STAMPA. - (2005), pp. 97-99. (Intervento presentato al convegno Teaching and Learning Physics in New Contexts tenutosi a Ostrava, Rep. Ceca nel 19-23 July 2004).
Materials science and optics in the arts: case studies to improve physics education
CORNI, Federico;OTTAVIANI, Giampiero;
2005
Abstract
It is nowadays universally recognized that the training of teachers, especially primary school teachers, requires integration of the education in physics and in the psychological and pedagogical fields.Therefore, a cultural background in physics is necessary, as well as knowledge of the conceptual difficulties and of the teaching methods typical of the discipline itself. The formation in a specific field of knowledge has to provide teachers with the capability of transferring concepts.Hence the problem is how to realize a formation supplying educational tools for different situations and contexts, therefore improving teaching competences. Different educational models have been proposed, referring to teaching equipments and operational strategies in meta-cultural, experiential, or situated forms.This work moves from the assumption that pre-service training of teachers requires education in this discipline through the teaching of the discipline itself. This objective can be achieved by means of teaching activities in which the planning as well as the reflection on didactical proposals are an integral part of the teaching process. Moreover, the direct involvement is considered to be effective only when it is operative and tasks and goals to be reached are clearly defined.We have selected different strategies based on such hypotheses and characterized by putting in situation and by realizing operative involvement. Not completely defined instruments have been offered to the students because the elaboration and the planning phases are considered part of the intervention therefore integrating professional formation with disciplinary formation.The present research refers to the study of the impact of such a strategy on the initial teacher formation. The analysis is centred on the improvement of critical and planning capacities for the construction of professional competences in physics education, with particular care to the planning of single experimental activities, of explorative experimental chains and of maps and conceptual networks for the definition of paths for formal instruments management, either for personal exploration, or for didactical proposal definition.
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