58460 - Physics Education

Learning outcomes

At the end of the course, the student will know: • the main results obtained from research in physics education, with reference to conceptual, epistemological, linguistic, and didactic issues in the teaching and learning of physics topics in the final three years of upper secondary school (e.g., thermodynamics, relativity, quantum physics); • approaches and methods for didactic design based on research in physics education and the history of physics; • methods for monitoring and analyzing the processes of teaching and learning physics. The student will be able to: • analyze research documentation (transcripts, questionnaires, and video recordings) related to emblematic episodes of understanding in physics; • use, for educational purposes, a variety of texts and materials (textbooks, original papers, texts of historical-epistemological critique, research articles in physics education, popular science books/texts, websites, etc.); • analyze innovative approaches to the teaching of physics at the upper secondary school level.

Course contents

The course will cover the following topics:

• Current research in Physics Education: inter-, multi-, and transdisciplinarity to align disciplinary education with social challenges; pluralism in science and epistemic emotions; futures-oriented physics education.
• Teaching Special Relativity: students’ learning difficulties reported in the literature; comparison between Einstein’s and Minkowski’s approaches as a case study to analyze the role of pluralism in scientific debate and the role of physics in times of profound change.
• Teaching Thermodynamics: students’ learning difficulties reported in the literature concerning the concepts of temperature, heat, internal energy, and entropy; comparison between macroscopic and microscopic approaches from an educational perspective; thermodynamics as an example for designing inclusive learning environments; the construct of appropriation and strategies for classroom orchestration; openness toward complex systems and new visions of the future.
• Teaching Quantum Physics: from old quantum physics to the second quantum revolution; the role of language and metaphors in the teaching and learning of quantum physics; the relationship between science, technology, and society.

During the course, students will analyze various types of texts (textbook chapters, research articles, and historical-epistemological essays) to become familiar with the different levels on which discourse in physics education develops: conceptual/disciplinary, cognitive, epistemological, and pedagogical/didactic.

The course will also address the following socially relevant topics:

• gender issues in the teaching and learning of physics;
• the relationship between science and society.

The following transversal skills will be developed:

• critical thinking;
• teamwork skills;
• communication skills.

The course will be taught in Italian and italian language is needed for the exam.

Readings/Bibliography

Teaching materials will be uploaded on a shared folder and made available on the Moodle platform of the course.

The materials include slides and presentations, research articles and other materials for study (e.g.: tutorials, guides for group activities, research tools, students' protocols, etc.).

The following text is suggested for deeper study of the course topics:

Besson U. (2015), Didattica della fisica, Carocci.

Teaching methods

The course is designed to illustrate a large variety of teaching methods aimed to promote active learning.

Students will experience on themselves: socratic/dialogical lessons (vs. academic lectures), co-construction of arguments, peer-to-peer problem analysis, and group work using various facilitation tools, such as tutorials.

Since interactive teaching methods will be implemented, attendance at lessons is strongly recommended.

Students with Specific Learning Disabilities (SLD) or temporary/permanent disabilities are advised to contact the University Office responsible in a timely manner (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ). The office will be responsible for proposing any necessary accommodations to the students concerned. These accommodations must be submitted to the instructor for approval at least 15 days in advance, and will be evaluated in light of the learning objectives of the course.

Assessment methods

The exam consists of an oral task divided into two parts.

Part I

- Presentation and discussion of a research article in Physics Education, selected from a list made available. The presentation of the analysis must contain a critical reflection on: i) the research problem addressed; ii) the research method used; iii) results; iv) implications for teaching.

Part II
- Discussion about concepts or topics addressed in the course both from a disciplinary and an educational point of view.

The first part of the exam will assess student's ability to:

1) understand the approach, contents and results of the article (up to 10 points);
2) understand the structure and methodological aspects (up to 10 points);
3) elaborate and reflect critically on the implications of the article (up to 10 points).

The second part of the exam will evaluate:

1) the level of comprehension of a concept or topic addressed during the course;

2) the ability to analyze such a concept or topic from an educational perspective, that is the ability to recognize what aspects of the concept/topics are problematic for understanding;

3) the ability to situate the discussion of this theme or concept within a wider cultural and educational perspective and/or within a teaching path.

The final mark will be the average between the points obtained in the first and in the second part of the exam.

For attending students, there will be ongoing activities of formative assessment, aimed to prepare to the sommative assessment and to develop "feedback literacy" skills.

Students with Specific Learning Disabilities (SLD) or temporary/permanent disabilities are advised to contact the University Office responsible in a timely manner (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ). The office will be responsible for proposing any necessary accommodations to the evaluation forms.

Power-point presentations, educational movies, tools embedded in Virtuale (e.g wooclap or forum).

 

Teaching tools

Power-point presentations, educational movies, tools embedded in Virtuale (e.g wooclap or forum).

Office hours

See the website of Olivia Levrini

See the website of