The course of Physics and Physics Education has the general goals those ones of dealing with and giving to the future teachers, the knowledge an skills to became teacher of primary school. The way that is used to reach these goals is to study that parts of Classical Mechanics and Modern Physics both from a theorical point of view, sperimental and from an epistemological point of view.
A particular attention is reserved for education and teaching of the Physics try to transmit those methodologies that in part refer at a pedagogic tradition of reference, in part a new way of teaching Physics by rereading the Galilean thought.
Particular attention is given on the language of communication of coding and decoding that are much more effective to approach children to the scientific though and the achievement of a better awareness of himself and of the world around him.
This goal integrates to help the integration of disable children and to integrate positively the intercultural differences in the class.
The experiences of laboratory will be organized to conduct in natural way the child to a critical reflection and to curiosity, playing but always traying to induce to understand the importance using the rigor of Science.
The last goal is to help by effective teaching strategies the sociorelational aspect. In this sense the laboratory teamwork is a good way.
With the study of Physics and Physics Education the student will be able to achieve the following training objectives.
In terms of knowledge and understanding:
- know basic physics, using disciplinary, epistemological and historical elements;
- know the crucial topics of the teaching of physics as an introduction to scientific thought in pre-primaryand primary school.
In terms of the ability to apply knowledge and understanding:
- promote the ability to carry out educational activities appropriate to the age of children aimed at bringing them closer to the ideas of physics in an engaging and solid way, taking advantage of teaching materials, the resources of the school and the territory;
- promote an overall view of children's initiation into scientific thought on the physical world in the cycle of nursery school and compulsory schooling.
In terms of independent judgment:
- develop the ability to analyze educational and educational situations and events in schools and to make educational decisions;
- encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research.
In terms of teacher's communication skills:
- develop the ability to bring the gaze of physics and scientific thought closer to children with appropriate language, tools, examples, images, sounds, objects starting from experience and through problems, developing the capacity for dialogue in the scientific-philosophical field and the ability of geometric and symbolic representation.
In terms of future cultural development:
promoting skills and interest in the study of tireless and tireless updating in the field of elementary physics, history and epistemology of physics, through books and articles, conferences, courses and conferences, with discernment and depth.
A particular attention is reserved for education and teaching of the Physics try to transmit those methodologies that in part refer at a pedagogic tradition of reference, in part a new way of teaching Physics by rereading the Galilean thought.
Particular attention is given on the language of communication of coding and decoding that are much more effective to approach children to the scientific though and the achievement of a better awareness of himself and of the world around him.
This goal integrates to help the integration of disable children and to integrate positively the intercultural differences in the class.
The experiences of laboratory will be organized to conduct in natural way the child to a critical reflection and to curiosity, playing but always traying to induce to understand the importance using the rigor of Science.
The last goal is to help by effective teaching strategies the sociorelational aspect. In this sense the laboratory teamwork is a good way.
With the study of Physics and Physics Education the student will be able to achieve the following training objectives.
In terms of knowledge and understanding:
- know basic physics, using disciplinary, epistemological and historical elements;
- know the crucial topics of the teaching of physics as an introduction to scientific thought in pre-primaryand primary school.
In terms of the ability to apply knowledge and understanding:
- promote the ability to carry out educational activities appropriate to the age of children aimed at bringing them closer to the ideas of physics in an engaging and solid way, taking advantage of teaching materials, the resources of the school and the territory;
- promote an overall view of children's initiation into scientific thought on the physical world in the cycle of nursery school and compulsory schooling.
In terms of independent judgment:
- develop the ability to analyze educational and educational situations and events in schools and to make educational decisions;
- encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research.
In terms of teacher's communication skills:
- develop the ability to bring the gaze of physics and scientific thought closer to children with appropriate language, tools, examples, images, sounds, objects starting from experience and through problems, developing the capacity for dialogue in the scientific-philosophical field and the ability of geometric and symbolic representation.
In terms of future cultural development:
promoting skills and interest in the study of tireless and tireless updating in the field of elementary physics, history and epistemology of physics, through books and articles, conferences, courses and conferences, with discernment and depth.
teacher profile teaching materials
The course of Physics and Didactics of Physics, in addition to enriching the disciplinary knowledge, is designed to stimulate the passion for scientific adventure, constantly using the scientific method and the laboratory approach, both providing the basics and analyzing some fundamental stages of the history of physics; in order to let future teachers develop their mastery in carrying out simple experiments, both in the classroom and outdoors, with the aim of intriguing, inducing observation and conveying contents to small future students.
Contents integrate the use of different teaching methods, also through the use of computer systems, offering course students fun activities, stories and / or fairy tales dedicated to children.
Integrano i contenuti l'utilizzo di differenti metodologie didattiche, anche attraverso l'utilizzo di sistemi informatici, proponendo agli studenti del corso attività ludiche, racconti e/o fiabe dedicate ai bambini.
Course contents:
Introduction to physics and physics education for primary education. The historical-epistemological roots of physics, the role of theories, models and laws. The principles of physics and the nature of physical quantities. Units of measurement, directly and inversely proportional quantities, scalar and vector quantities, operations with vectors.
The aspects of the natural world studied by the different branches of physics. Some examples of physical phenomena within the reach of infantile observation: position and motion of celestial bodies, gravity, lever, pendulum, uniform rectilinear motion, elasticity, light reflection, buoyancy.
Elements of physics. Topics chosen in the field of mechanics, fluid dynamics, thermodynamics, electrostatics, magnetism, wave phenomena, light, optics and astronomy will be discussed, aimed at understanding the way in which scientific knowledge can be elementary and proposed to children . For example: harmonic motion, the balance of bodies, temperature, sound and music phenomena, the conduction of electricity and the transport of heat.
Laboratory
In the laboratory's training activities, critical tools will be provided to make informed and effective choices in planning and conducting educational activities aimed at children in the field of Physics, with particular regard to laboratory activities.
Contents of the Laboratory:
1. Introduce children to the world of physics: words and what they evoke (strength, energy, balance), examples, narratives, observations, experiments.
2. Teaching materials for approaching physical phenomena: subsidiaries, scientific readings for children, measuring instruments.
Adopted texts:
U. Amaldi. Le traiettorie della fisica.azzurro. Volume unico. Zanichelli. ISBN: 9788808140814
Giorgio Israel, Ana Millàn Gasca. Pensare in matematica. Zanichelli. ISBN: 978808193612 Capitoli 8-9.
Paola Magrone, Ana Millàn Gasca.I bambini e il pensiero scientifico. Il lavoro di Mary Everest Boole. Carocci Editore. ISBN: 9788843090273
Recommended texts for further information:
Daniela Allasia, Valentina Montel, Giuseppina Rinaudo. La fisica per maestri. Ed. Libreria Cortina. ISBN: 9788882390952
Programme
Physics and Physics Teaching Program + Laboratory 2018-19 (SSD FIS/08, CFU 8+1)The course of Physics and Didactics of Physics, in addition to enriching the disciplinary knowledge, is designed to stimulate the passion for scientific adventure, constantly using the scientific method and the laboratory approach, both providing the basics and analyzing some fundamental stages of the history of physics; in order to let future teachers develop their mastery in carrying out simple experiments, both in the classroom and outdoors, with the aim of intriguing, inducing observation and conveying contents to small future students.
Contents integrate the use of different teaching methods, also through the use of computer systems, offering course students fun activities, stories and / or fairy tales dedicated to children.
Integrano i contenuti l'utilizzo di differenti metodologie didattiche, anche attraverso l'utilizzo di sistemi informatici, proponendo agli studenti del corso attività ludiche, racconti e/o fiabe dedicate ai bambini.
Course contents:
Introduction to physics and physics education for primary education. The historical-epistemological roots of physics, the role of theories, models and laws. The principles of physics and the nature of physical quantities. Units of measurement, directly and inversely proportional quantities, scalar and vector quantities, operations with vectors.
The aspects of the natural world studied by the different branches of physics. Some examples of physical phenomena within the reach of infantile observation: position and motion of celestial bodies, gravity, lever, pendulum, uniform rectilinear motion, elasticity, light reflection, buoyancy.
Elements of physics. Topics chosen in the field of mechanics, fluid dynamics, thermodynamics, electrostatics, magnetism, wave phenomena, light, optics and astronomy will be discussed, aimed at understanding the way in which scientific knowledge can be elementary and proposed to children . For example: harmonic motion, the balance of bodies, temperature, sound and music phenomena, the conduction of electricity and the transport of heat.
Laboratory
In the laboratory's training activities, critical tools will be provided to make informed and effective choices in planning and conducting educational activities aimed at children in the field of Physics, with particular regard to laboratory activities.
Contents of the Laboratory:
1. Introduce children to the world of physics: words and what they evoke (strength, energy, balance), examples, narratives, observations, experiments.
2. Teaching materials for approaching physical phenomena: subsidiaries, scientific readings for children, measuring instruments.
Core Documentation
Lecture notes of the teacher, downloadable in pdf format from the University website.Adopted texts:
U. Amaldi. Le traiettorie della fisica.azzurro. Volume unico. Zanichelli. ISBN: 9788808140814
Giorgio Israel, Ana Millàn Gasca. Pensare in matematica. Zanichelli. ISBN: 978808193612 Capitoli 8-9.
Paola Magrone, Ana Millàn Gasca.I bambini e il pensiero scientifico. Il lavoro di Mary Everest Boole. Carocci Editore. ISBN: 9788843090273
Recommended texts for further information:
Daniela Allasia, Valentina Montel, Giuseppina Rinaudo. La fisica per maestri. Ed. Libreria Cortina. ISBN: 9788882390952
Reference Bibliography
Lucio Russo: Stelle, atomi e velieri. Percorsi di storia della scienza. Mondatori Editore. ISBN: 9788831843578 Michelangelo De Maria, Maria Grazia Ianniello. Storia e didattica della fisica. Strumenti per insegnare. Ed. Aracne. ISBN: 978-88-7999-881-9 Marta Gagliardi, Enrica Giordano. Metodi e strumenti per l'insegnamento e l'apprendimento della fisica. Edises. ISBN: 9788865844151Type of delivery of the course
Frontal lessons with description of the disciplinary contents (30%), numerical exercises (20%), application examples, epistemology, history (50%).Attendance
Frontal lessons with description of the disciplinary contents (30%), numerical exercises (20%), application examples, epistemology, history (50%).Type of evaluation
Students are informed that the exam in Physics and Physics teaching will take place in remote mode in written form, as required by DR of 05 May 2020. The exam will not be very different from what has already been communicated during the course, taking place in the manner indicated at the address http://portalestudente.uniroma3.it/accedi/area-studenti/istruzioni/ As soon as possible I will communicate further details of the exam. Written exam in Physics and Physics teaching (8 credits/CFU): - n.2 questions (problems) with the aim of evaluating the knowledge of the discipline; - n.1 descriptive question that aims to assess the candidate's teaching skills. This last question, in addition to foreseeing a possible historical reference, will make particular reference to the text in adoption "Paola Magrone, Ana Millàn Gasca. Children and scientific thought. The work of Mary Everest Boole. Carocci Editore". - n.1 optional / non-mandatory question / problem that will allow the overall mark to be raised. Written exam in Physics and Physics teaching (4 credits/CFU): - n.1 question at will, between the two problems of the test, with the aim of evaluating the knowledge of the discipline; - n.1 descriptive question that aims to assess the candidate's teaching skills. This last question, besides foreseeing a possible historical reference, will make particular reference to the text in adoption "Paola Magrone, Ana Millàn Gasca. Children and scientific thought. The work of Mary Everest Boole. Carocci Editore". - n.1 optional / non-mandatory question / problem that will allow the overall mark to be raised. Written exam in Physics and Physics teaching (2 credits/CFU): - the exam will consist solely of the descriptive question, which aims to assess the candidate's teaching skills. This last question, in addition to foreseeing a possible historical reference, will make particular reference to the text in adoption "Paola Magrone, Ana Millàn Gasca. Children and scientific thought. The work of Mary Everest Boole. Carocci Editore". In the case of credits/CFU less than 8, students are requested to contact the teacher by email, in order to agree on the modalities / registration of the exam.