Pigelleto Roberto Benedetti, Vera, Antonella Porri, Emilio Mariotti Active and cooperative learning paths in the Pigelleto's

Summer School of Physics Since 2006, the Pigelleto's Summer School of Physics is an important appointment for orienting students toward physics. It is organized as a full immersion school on actual topics in physics or in fields rarely pursued in high school, i.e. quantum mechanics, new materials, energy resources. The students, usually forty, are engaged in many activities in laboratory and forced to become active participants. Furthermore, they are encouraged in cooperating in small groups in order to present and share the results achieved. In the last years, the school became a training opportunity for younger teachers with are involved in programming and realization of selected activities. The laboratory activities with students are usually supervised by a young and a expert teacher in order to fix the correct methodology. radioattivit Vera Measures of radioactivity: a tool for understanding statistical data analysis. A learning path on radioactivity in the last class of high school is presented. An introduction to radioactivity and nuclear phenomenology is followed by measurement of natural radioactivity. Background and weak sources are monitored for days or weeks. The data are analyzed in order to understand the importance of statistical analysis in modern physics. onde Vera, Simone Di Renzone Disciplinary knots and learning problems in waves physics An investigation of student understanding of waves is performed during an optional laboratory realized in informal extracurricular way with few, interested and talented pupils. The background and smart intuitions of students rendered the learning path very dynamic and ambitious. The activities started by investigating the basic properties of waves by means of a Shive wave machine. In order to make quantitative observed phenomena, the students used a camcorder and series of measures were obtained from the captured images. By checking the resulting data, it arose some learning difficulties especially activities related to the laboratory. This experience was the starting point for a further analysis on disciplinary knots and learning problems in the physics of waves in order to elaborate a teaching-learning proposal on this topic.

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Materiali e strumenti interattivi in rete telematica per la formazione iniziale in sica degli insegnanti della scuola primaria
Marisa Michelini, Alberto Stefanel

Abstract The initial teacher training in physics needs the integration of disciplinary skills with teaching/learning aspects in order to construct a contextualized role for instruments and methods. A teaching/learning project promotes personal involvement with the study of the topic and provides the opportunity to reect at a disciplinary and professional level, in communities of practices. The initial training in physics for primary school teachers is a challenge, because they do not have a solid disciplinary bases and have difculty in mastering disciplinary contents and strategies. We offered a plurality of tools, instruments and opportunities for educational activities in informal learning contexts. We implemented web environments with sources for discussions, and the re-elaboration of different contributions. The supports available for educational planning were multimedial sources for didactic activities, innovative proposals, and experimentation reports. In addition, we designed interactive Learning Objects (LO), usable on web for experiential training blended activities. The LO integrate laboratory experiences with a recollection and reection on disciplinary knots involved. The trainees re-analysed on the web the graphs, which represent time evolution of quantities, describing the observed phenomena, and recorded in the classroom. They correlate the involved process and their representation, constructing the formalisation process. The rst results show that LO are effective in the construction of contextualized disciplinary competencies. Full Text: Solo sottoscrittori Journal of e-Learning and Knowledge Society | ISSN (online) 1971 - 8829 | ISSN (paper) 1826 - 6223