Course Topics
The course is aimed at developing planning and operational competencies for teaching physics in academic-track high schools. Particular attention is devoted to the design of teaching and learning units (UDAs), calibrated to the different high school tracks (scientific, classical, linguistic, human sciences, etc.) and to the varying levels of students. The topics covered include: Analysis of the fundamental core concepts of classical physics (mechanics, thermodynamics, electromagnetism, optics) and modern physics (relativity, quantum mechanics, twentieth-century physics), with attention to their didactic transposition. Identification and discussion of the main student misconceptions in physics. Design of laboratory activities, both experimental and based on digital simulations. Strategies for motivating the study of physics and for actively engaging students. Interdisciplinary approaches and connections with mathematics, philosophy, history of science, and other disciplines. Methods and tools for the assessment of learning.

Teaching format
The course is conducted in a laboratory-based and participatory mode. It includes: Interactive lectures with guided discussion. Design activities in small groups. Analysis of case studies and teaching materials. Lesson simulations and micro-teaching. Presentation and collective review of the designed teaching units. Students will be actively involved in the construction of teaching pathways, with opportunities for discussion and feedback both among peers and with the instructor.

Educational objectives
The course is part of the characterising area in the specific subject area of A027. The aim is for students to acquire classroom modes of action for teaching physics, through the use of conceptual and operational tools. Knowledge Know the main types of laboratory experiences in physics. Understand the theoretical foundations of physical measurements, experimental uncertainty, data processing. Know inquiry-based teaching (IBSE) models applicable to the laboratory. Skills Design and implement educationally meaningful laboratory experiences. Conduct and have conducted experiments that develop scientific skills (measuring, predicting, verifying, interpreting, modelling). Use digital and measuring instruments (e.g. sensors, data acquisition software). Develop teaching sheets and experimental protocols. Competencies Knowing how to integrate the laboratory into the curricular programme, consistent with the learning objectives. To be able to guide students in linking theory and experimental observation, promoting active learning. To know how to manage a laboratory in terms of logistics, safety, time and resources. Promote a scientific attitude in students: curiosity, rigour, collaboration and critical spirit. To authentically assess the experimental skills acquired by the students.

Additional educational objectives and learning outcomes
At the end of the course, students will be able to: Design teaching and learning units consistent with the curricular objectives of academic-track high schools. Adapt content and teaching methodologies to different school contexts and high school tracks. Recognize and address the main student difficulties and misconceptions in physics. Effectively integrate theoretical and laboratory activities. Use a variety of teaching strategies to foster motivation and active learning. Apply assessment criteria and tools consistent with the intended learning outcomes. Develop an interdisciplinary perspective on the teaching of physics.

Assessment
The examination consists of: The design and submission of a teaching and learning unit (individual or group-based). An oral presentation of the unit, including the simulation of selected teaching activities. A critical discussion of the methodological choices, content, and assessment tools adopted.

Evaluation criteria
The assessment will take into account: Coherence and clarity of the instructional design. Appropriateness of the scientific content. Ability to adapt to the selected high school context. Integration of laboratory activities and active teaching strategies. Attention to misconceptions and learning difficulties. Quality of the oral presentation and ability to argue effectively. Originality and critical reflection.

Required readings

Reference texts on physics education and pedagogy.

National and international research articles in the field of science education (including studies on misconceptions and concept inventories).

Selected contributions on the epistemology and history of physics.

Institutional documents (National Guidelines for upper secondary schools).

Materials provided by the instructor during the course.

Supplementary readings

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Further information
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