Themen der Lehrveranstaltung
The course addresses the theoretical, epistemological, and methodological foundations of teaching physics in upper secondary school, with particular reference to academic-track high schools.
A central axis of the course is the reflection on the dual nature of physics: on the one hand as a method of inquiry into reality, based on modeling, formalization, and empirical verification; on the other as an essential component of scientific culture, in dialogue with history, philosophy, and other disciplines. This perspective informs instructional choices and the design of learning pathways in the different high school tracks.
The topics covered include:
Foundations of discipline-specific physics education and the main teaching–learning models.
Elements of epistemology and history of physics relevant for teaching.
Main findings of research in physics education, with particular reference to the study of students’ spontaneous conceptions and their development.
Established tools and results will be discussed, such as the Force Concept Inventory and other conceptual assessments, as well as relevant contributions from international research (for example, those of Carl Wieman on active learning and the effectiveness of interactive methodologies).
Analysis of learning difficulties and of the main student misconceptions across different areas of physics.
Didactic transposition of the contents of classical physics (mechanics, thermodynamics, electromagnetism, optics) and modern physics (relativity, quantum mechanics).
Comparison of different teaching approaches: transmissive, constructivist, inquiry-based, and problem-based learning.
The role of language in physics: conscious use of scientific language, transition from everyday language to formal language, and acquisition of figurative language (models, analogies, metaphors) as cognitive tools.
The role of representations (graphs, models, mathematization) in learning processes.
Assessment of learning: functions (diagnostic, formative, summative), tools, and criteria.
Reflection on the school system and on the role of physics in the different high school tracks: differences in aims, levels of formalization required, and the educational meaning of the discipline in different contexts.
Physics as method and physics as culture: implications for teaching, for content selection, and for the design of interdisciplinary pathways.
Unterrichtsform
The course is carried out through:
Interactive lectures, with ample space for discussion.
Analysis of case studies and teaching practices.
Reading and commentary on research articles in physics education.
Individual and group reflection activities on topics such as assessment, the role of the discipline, and curricular choices.
Guided discussions on epistemological and cultural issues (for example: what it means to “understand” physics in different school contexts).
While maintaining a theoretical framework, the course includes applied components aimed at connecting didactic models with teaching practice and the real school context.