We engaged some high school Physics teachers in a deep revision of their PCK (Pedagogical Content Knowledge) to contrast the trend of a diffuse disaffection and negative attitude of the students towards Physics studies. Starting from the analysis of the Math/Phys interplay prevalent patterns of the teachers, we observed that the application type is the most common, which adversely affects students’ learning. For this reason, we suggested that they adopt a new approach, based on conceptual fragmentation and multiple representations reasoning tools. This approach stimulates teachers to adopt different Math/Phys interplay patterns. Here we present the main features of some of the tested activities, which also allowed teachers to better understand and recognise the learning challenges students have to cope with.

Does an Early Physics approach exist?

Valentina Bologna;Maria Peressi
2022

Abstract

We engaged some high school Physics teachers in a deep revision of their PCK (Pedagogical Content Knowledge) to contrast the trend of a diffuse disaffection and negative attitude of the students towards Physics studies. Starting from the analysis of the Math/Phys interplay prevalent patterns of the teachers, we observed that the application type is the most common, which adversely affects students’ learning. For this reason, we suggested that they adopt a new approach, based on conceptual fragmentation and multiple representations reasoning tools. This approach stimulates teachers to adopt different Math/Phys interplay patterns. Here we present the main features of some of the tested activities, which also allowed teachers to better understand and recognise the learning challenges students have to cope with.
Pubblicato
https://www.sif.it/riviste/sif/ncc/econtents/2022/045/06/article/57
File in questo prodotto:
File Dimensione Formato  
ncc12551.pdf

accesso aperto

Tipologia: Documento in Versione Editoriale
Licenza: Creative commons
Dimensione 277.45 kB
Formato Adobe PDF
277.45 kB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11368/3028405
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact