C8488 - FONDAMENTI DI DIDATTICA DELLA FISICA

Learning outcomes

Upon completion of the course, students will acquire knowledge of: ● The main stages in the development of physics education as a research field, its foundations, principal research strands, and current research topics; ● The relationship between conceptions of science and learning; ● The foundations of the main learning theories that serve as references in educational research; ● The main findings from physics education research, with particular reference to the conceptual, epistemological, linguistic, and educational issues involved in teaching and learning physics topics at lower and upper secondary school levels (kinematics, dynamics, temporal models, optics, and/or electromagnetism). The student will be able to: ● Analyse research-based materials and teaching sequences for physics education at lower and upper secondary school levels; ● Critically examine textbooks and teaching materials in order to evaluate their cultural and educational value; ● Recognise the multidimensional nature of teaching and learning processes (cognitive, conceptual, epistemological, and social aspects); ● Reflect critically on the role of physics teaching and learning in cultural education and in fostering active citizenship.

Course contents

The course covers the following topics:

- Introduction to physics education as a research field: its historical development, epistemological foundations, methodologies, and current open questions.

- Exploration of the relationship between conceptions of science and learning, with reference to how this reflection is currently addressed within futures studies and gender studies.

- Common-sense knowledge and scientific knowledge: models of conceptual change and main learning theories (Knowledge in Pieces, Framework Theory, socio-constructivism).

Research findings on teaching and learning about kinematics, dynamics, optics, and electromagnetism.

- The role of history, epistemology, the Nature of Science (NOS), and interdisciplinarity in the teaching and learning of physics, with particular attention to the areas of kinematics, dynamics, optics, and electromagnetism.

- Introduction to the role of models and modelling processes in physics and in the teaching and learning of the discipline.

Throughout the course, students will analyse a range of texts — including textbook chapters, research papers, original sources, and essays in historical and epistemological critique — to become familiar with the multiple dimensions of discourse in physics education: conceptual and disciplinary, cognitive, epistemological, and pedagogical.

The course activities will also foster the development of transferable skills, such as:

- critical thinking,

- argumentation,

-  teamwork.

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

Readings/Bibliography

Teaching materials are provided to students through a shared folder. All materials will also be available on the Virtuale platform dedicated to the course.

The materials include slides and presentations, research articles, original historical papers, textbook chapters, and various working materials (tutorials, worksheets for group activities, research questionnaires, student protocols, etc.).

For further study of the topics covered in the course, the following texts are recommended:

Gagliardi, M., & Giordano, E. (2014). Metodi e strumenti per l'insegnamento e l'apprendimento della fisica. EdiSES.

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

Teaching methods

The course is designed to illustrate and implement a wide range of teaching methodologies inspired by active learning. In particular, students will have the opportunity to directly experiment with different strategies, such as dialogue-based lectures (as opposed to traditional frontal lectures), collaborative argument construction, peer-to-peer problem analysis, and group work supported by facilitation tools.

Given the interactive nature of the proposed methodologies, attendance is strongly recommended.

Students with specific learning disorders (SLD) or with permanent or temporary disabilities are encouraged to contact the University Office for Students with Disabilities and SLD as soon as possible (https://site.unibo.it/studenti-con-disabilita-e-dsa/it ).
In agreement with the instructor, the Office will propose any necessary accommodations to be approved at least 15 days in advance. Such accommodations will be assessed in relation to their consistency with the learning objectives of the course.

Assessment methods

The final examination consists of an oral test on the concepts and topics addressed during the course.

The exam will assess:

1. The level of understanding, from a disciplinary perspective, of a concept or topic covered in the course (knowledge);
2. The ability to analyse physical knowledge through analytical frameworks developed in physics education research;
3. argumentative skills;
4. The ability to elaborate on course content independently and critically.

For attending students, there will be in-course assessments aimed at formative evaluation.

Students with specific learning disorders (SLD) or with permanent or temporary disabilities are advised to contact the University Office for Students with Disabilities and SLD in advance (https://site.unibo.it/studenti-con-disabilita-e-dsa/it ).
In consultation with the instructor, the Office will propose any necessary adaptations to the assessment methods, which will be evaluated in relation to their consistency with the learning objectives of the course.

Teaching tools

PowerPoint presentations, videos, and tools integrated into the Virtuale platform (e.g., Wooclap, forums).

Office hours

See the website of Olivia Levrini

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