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

Learning outcomes

Upon completion of the workshop, the student will be able to: - apply the concepts covered in the integrated course within a simulated learning environment; - reflect critically, in a group setting, on the topics addressed.

Course contents

The course focuses on the constructionist approach and tinkering as tools to foster meaningful, transdisciplinary learning in primary schools, with an emphasis on physics as a foundation for developing scientific citizenship. Through hands-on workshops, discussions, and collaborative activities, participants will explore:

+The constructionist approach and the fundamental characteristics of tinkering practices.
+Facilitation strategies, spaces, and materials for implementing tinkering in schools.
+The value of error as a learning opportunity and the design of innovative subject-based experiences.
+Connections to subject-specific content and the design of learning units based on active learning practices.

Readings/Bibliography

The workshop is self-contained. For further study, the following bibliography is suggested:


https://www.exploratorium.edu/tinkering
https://www.coursera.org/learn/tinkering-circuits
https://www.coursera.org/learn/tinkering-motion-mechanisms
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books.
Bevan, B., Petrich, M., & Wilkinson, K. (2014). "Tinkering is serious play". Educational Leadership, 72(4), 28-33.
Resnick, M., & Rosenbaum, E. (2013). "Designing for tinkerability". In Routledge eBooks.
Ciari, B. (1961). Le nuove tecniche didattiche. Editori Riuniti.
Online resources:
play.inaf.it/officinadellaluce
https://play.inaf.it/reazione-a-catena-online/
https://play.inaf.it/risorse/tinkering/
https://play.inaf.it/risorse/hands-on/

https://play.inaf.it/pista-delle-biglie-in-verticale/

Teaching methods

tinkering workshop

debrief

discussion

Assessment methods

The workshop awards 1 CFU (University Credit), corresponding to 8 hours of mandatory attendance plus 17 hours of independent study. In addition to active participation, the workshop requires the preparation of an individual project. Upon completion of the workshop—which explores specific subject-matter aspects and strategies for fostering scientific competence—students are asked to design a teaching module (for either preschool or primary school, at the student's discretion) that can serve as practical classroom material. This project is evaluated by the workshop instructor using a three-point scale: -1, 0, or +1 (on a thirty-point scale). The resulting assessment contributes to the final grade for the Physics exam.

Teaching tools

For the workshop and practical activities, all materials necessary to conduct the experiments and discuss their results and educational implications are provided.

Office hours

See the website of Sara Ricciardi