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GIREP_2003
the model implemented by the the model implemented by the
FFC-Project:FFC-Project:
guidelines and preliminary resultsguidelines and preliminary results
R.M. Sperandeo-MineoR.M. Sperandeo-MineoDepartment of Physical and Astronomical SciencesDepartment of Physical and Astronomical Sciences
University of Palermo (Italy)University of Palermo (Italy)
GIREP 2003 Seminar: Quality development in Teacher Education and GIREP 2003 Seminar: Quality development in Teacher Education and Training (Udine)Training (Udine)GIREP 2003 Seminar: Quality development in Teacher Education and GIREP 2003 Seminar: Quality development in Teacher Education and Training (Udine)Training (Udine)
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GIREP_2003
Project:Project: Physics as a Cultural Physics as a Cultural
FormationFormation Project:Project: Physics as a Cultural Physics as a Cultural
FormationFormation Research GroupsResearch Groups
9 Universities9 Universities
Bologna (Tomasini,Gagliardi)
Milano (Giordano, Vegni)
Napoli (Guidoni, Sassi)
Palermo (Sperandeo)
Pavia (Borghi, DeAmbrosis)
Roma (Vicentini, Tarsitani)
Torino (Rinaudo)
Udine (Michelini)
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GIREP_2003
Two specific operative Two specific operative objectivesobjectives
Production of a model-proposal for the preparation at university level of teachers in all areas involving a physics' culture (FORMazione).
Production of a model-proposal, for the construction of paths (PERCorsi) of development of the basic culture in physics at all levels of pre- university schooling.
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GIREP_2003
The FORM ProjectThe FORM Project
1.1. The backgroundThe background
2.2. Guidelines and characteristics Guidelines and characteristics of our of our approach approach
3.3. Some preliminary resultsSome preliminary results
4.4. Main conclusionsMain conclusions
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GIREP_2003
The structure of pre-service The structure of pre-service teacher preparationteacher preparation
Specific disciplinary degreeSpecific disciplinary degree SSISSSIS
Entrance test(programmed number)
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GIREP_2003
Problems involving methods Problems involving methods and contentsand contents
relationship between pedagogy and disciplinary didactics
They can be set into three categories:
teaching methods used in university teaching
appropriate knowledge of the discipline (the grey zones)
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GIREP_2003
The FORM GoalsThe FORM Goals
From a theoretical point of view, we aimed to gain a better understanding of factors which either promote or hinder the development of good teaching practice;
The purpose of the research was twofold:
To contribute to the research-based design of physics teacher education programs and materials.
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GIREP_2003
FORM: FORM: Models for pre-service Models for pre-service preparationpreparation
Models of teachers’
preparation Teachers who learn in a different way may be oriented to teach in a different way
A well founded change in teachers' didactic activity involves also a conceptual change
Methods of Physics to be
taught
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GIREP_2003
The theoretical The theoretical underpinningunderpinning
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GIREP_2003
The Net of Teacher’s The Net of Teacher’s Knowledge Knowledge
and Competenciesand Competencies
S.M.K
P.K
P.C.K
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GIREP_2003
Teacher’s Knowledge and Teacher’s Knowledge and CompetenciesCompetencies
S.M.K•………………………….•The quality of knowledge •The procedural knowledge•The knowledge about Science
•The epistemological framework
………………………….
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GIREP_2003
Teacher’s Knowledge and Teacher’s Knowledge and CompetenciesCompetencies
P.K
Cognitive Models: •To know is a building process,•It is context dependent,•It needs scaffolds (tools),•…………………
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GIREP_2003
Teacher’s Knowledge and Teacher’s Knowledge and CompetenciesCompetencies
“…representations of ideas, powerful analogies, illustrations, examples, explanations, and demonstrations….. including an understanding of what makes the learning of specific concepts easy or difficult: the conceptions and preconceptions that students of different ages and backgrounds bring with them to the learning.” (Shulman, 1987).
P.C.K
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GIREP_2003
Teacher’s Knowledge and Teacher’s Knowledge and CompetenciesCompetencies
…………………………. Representations of content suitable for teaching; Teaching strategies coherent with these representations; Students’ common-sense knowledge; Students’ learning difficulties; Teachers’ ideas and models about T/L processes; ………………………….
P.C.K
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GIREP_2003
The teaching/learning The teaching/learning environments for Student environments for Student
Teachers (STs)Teachers (STs)
Hands-on learning
Metareflection
Experiential
Tools
T/LEnvironme
nts
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GIREP_2003
Operative ToolsOperative Tools
A self-consistent proposal for a teaching/learning approach in a given field
Work-Packages for Work-Packages for Teacher PreparationTeacher Preparation
Materials and resource tools as guidelines for teacher trainers
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GIREP_2003
Physics Content: Concepts
Underlying constructs
Epistemic accounts
…………………………
• Teaching/Learning sequences
Pupil Conceptions
Ways of reasoning
Context dependence
…………………………
Teaching/Learning
• Scaffolding Tools
• Learning Knots
• Critical Teaching Details
Transparency
• Teachers’ common problems in classroom implementation.
• ………………..
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GIREP_2003
The explored topicsThe explored topics
Classical PhysicsClassical Physics1.RTEI: Real Time Experiments
and Images2. A first approach to Thermal
Processes 3. From Thermal Processes to
Entropy4. The different Forms of
Internal Energy 5. Generalised Kinematics
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GIREP_2003
The explored topicsThe explored topicsClassical PhysicsClassical Physics
Quantum Quantum PhysicsPhysics1.1.Phenomenological and Phenomenological and
Exhaustive approachExhaustive approach2.2.From Classical to Quantum From Classical to Quantum
Mechanics (Feymann’ paths)Mechanics (Feymann’ paths)
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GIREP_2003
The explored topicsThe explored topicsClassical PhysicsClassical Physics
Quantum Quantum PhysicsPhysics1.1.Phenomenological and Phenomenological and
Exhaustive approachExhaustive approach2.2.From Classical to Quantum From Classical to Quantum
Mechanics (Feymann’ paths)Mechanics (Feymann’ paths)3.3.From the Field Concept to the From the Field Concept to the
Quantum Theory of FieldsQuantum Theory of Fields4.4.Approaching Quantum Physics Approaching Quantum Physics
following the Dirac’ path.following the Dirac’ path.
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GIREP_2003
The WP The WP experimentationexperimentation
Local testLocal test Cross-testCross-test
Validation Validation ProceduresProcedures Open answer tests
Logbooks of Trainers and Observers STs’ worksheets and other empirical materials STs’ final tasks The Portfolios
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GIREP_2003
Some ConclusionsSome Conclusions1. Exemplary teaching practices necessarily
include the interaction of SMK, PK and PCK.
2. A constructivist philosophy is required to fully “appreciate ” the interplay among SMK, PK, and PCK and their role in teaching/learning.
3. Increased emphasis on SMK it is useful but it does not necessarily affect instruction.
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GIREP_2003
Some ConclusionsSome Conclusions
PCK construction does not involve only knowledge of pedagogical presentations, strategies and pupils’ preconceptions or learning difficulties;
PCK development is not always a matter of converting any kind of existing SMK directly into PCK;
A fundamental shift in the notion of what to know physics entails (at concept-level as well as at epistemic level), is required;
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GIREP_2003
Some ConclusionsSome ConclusionsKey ideas in teaching high school physics Key ideas in teaching high school physics tend to be centred upon the experiential tend to be centred upon the experiential world and knowledge background of learners; world and knowledge background of learners;
Key ideas in the discipline (learned in Key ideas in the discipline (learned in the university courses) represent the the university courses) represent the logical and formal structure;logical and formal structure;
Knowing concepts of a higher level Knowing concepts of a higher level theory does not ensure a sound theory does not ensure a sound understanding of concepts, understanding of concepts, principles analogues and principles analogues and representations belonging to realm representations belonging to realm of actual objects and commonsense of actual objects and commonsense experience.experience.
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GIREP_2003
Some ConclusionsSome Conclusions
How teacher educators/researchers How teacher educators/researchers define SMK for teaching hasdefine SMK for teaching has important implications important implications for how for how prospective teachers define, prospective teachers define, analyze, and develop their PCK.analyze, and develop their PCK.
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GIREP_2003
Some ConclusionsSome Conclusions
TTransformation is not a one-direction process from SMK to PCK
conceptions appropriate of pedagogy subject matter
DialecticDialecticalalInteractiInteractionon
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GIREP_2003
Some ConclusionsSome Conclusions
PCK construction needs PCK construction needs triggers: triggers:
relevant changes in the relevant changes in the
knowledge of subject matter knowledge of subject matter itselfitself