93574 - Workshop on Processes, Models and Interactions in Physics and Science (G.B)

Learning outcomes

At the end of the laboratory, the student: - is able to apply the concepts addressed in the integrated course within a simulated learning environment; - is able to critically reflect in a group setting on the proposed topics.

Course contents

Following a brief theoretical introduction, the course consists of a laboratory-based instructional pathway in geometrical optics, entitled “Light and Vision,” centered on the performance of experiments.
The general objectives of the course are to:

• provide the conceptual and operational tools needed to design and conduct science-based classroom activities grounded in the direct experience of the phenomena under investigation (experiments);

• highlight the central role of constructing scientific knowledge through the scientific method;

• emphasize the ethical and social impact of science and technology;

• understand the importance of providing scientific education starting from the earliest school levels.

Furthermore, during the course students have the opportunity to:

• develop hands-on laboratory skills;

• experience the construction of scientific knowledge through peer interaction and discussion;

• practice understanding nature through the typical modes of science (formulating research questions, experimentation, observation, interpretation, comparison, and formalization of theory).

Readings/Bibliography

The specific teaching materials are provided during the course.

Teaching methods

The students, divided into small working groups, carry out simple experiments and are guided by the laboratory instructor in comparing and discussing the results. The proposed experiments can be easily replicated in primary and early childhood classrooms.

Assessment methods

The laboratory provides 1 ECTS, corresponding to 8 hours of mandatory attendance plus 17 hours of independent work. In addition to active participation, the laboratory requires the preparation of an individual assignment. At the end of the laboratory experience, during which certain disciplinary aspects and strategies to foster the development of scientific competence have been explored, students are required to design an instructional pathway (at either the early childhood or primary school level, at the student’s choice), which will also serve as useful material for classroom implementation.

This assignment is assessed by the laboratory instructor with three possible evaluations: –1, 0, or +1 (on a scale of thirty). The assigned evaluation contributes to determining the final grade of the Physics examination.

Teaching tools

Experimental equipment: all the materials necessary for conducting the experiments and for discussing their results and educational implications are made available for the laboratory activities.

Office hours

See the website of Anna Elisa Bandecchi