Meeting the Discipline-Culture Framework of Physics Knowledge: A Teaching Experience in Italian Secondary School

Autor/inn/en	Levrini, Olivia; Bertozzi, Eugenio; Gagliardi, Marta; Tomasini, Nella Grimellini; Pecori, Barbara; Tasquier, Giulia; Galili, Igal
Titel	Meeting the Discipline-Culture Framework of Physics Knowledge: A Teaching Experience in Italian Secondary School
Quelle	In: Science & Education, 23 (2014) 9, S.1701-1731 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-014-9692-z
Schlagwörter	Foreign Countries; Physics; High Schools; Secondary School Science; Science Instruction; Student Attitudes; Lecture Method; Optics; Scientific Concepts; Light; Knowledge Level; Epistemology; Questionnaires; Group Discussion; Inferences; Teaching Methods; Italy + Suchen Sie Ihr Suchwort? Ausland; Physik; High school; Oberschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Optik; Licht; Wissensbasis; Erkenntnistheorie; Fragebogen; Gruppendiskussion; Inference; Inferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Italien
Abstract	The paper deals with physics teaching/learning in high school. An investigation in three upper secondary school classes in Italy explored the reactions of students to a structuring lecture on optics within the discipline-culture (DC) framework that organises physics knowledge around four interrelated fundamental theories of light. The lecture presented optics as an unfolding conceptual discourse of physicists regarding the nature of light. Along with the knowledge constructed in a school course of a scientific lyceum, the students provided epistemological comments, displaying their perception of physics knowledge presented in the classroom. Students' views and knowledge were investigated by questionnaires prior to and after the lecture and in special discussions held in each class. They revealed a variety of attitudes and views which allowed inferences about the potential of the DC framework in an educational context. The findings and interpretation indicate the positive and stimulating impact of the lecture and the way in which DC-based approach to knowledge organization makes physics at school cultural and attractive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10