First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Science
Course unit
SCP8084777, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
SC2382, Degree course structure A.Y. 2017/18, A.Y. 2018/19
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination PHYSICS EDUCATION
Website of the academic structure
Department of reference Department of Physics and Astronomy
Mandatory attendance No
Language of instruction English
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Teacher in charge ORNELLA PANTANO FIS/08

Course unit code Course unit name Teacher in charge Degree course code

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Educational activities in elective or integrative disciplines FIS/08 Didactics and History of Physics 6.0

Course unit organization
Period First semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 6.0 48 102.0 No turn

Start of activities 01/10/2018
End of activities 18/01/2019

Prerequisites: Core knowledge of classic and modern physics.
Target skills and knowledge: After completing the course the student should be able to:
- explain and discuss different approaches and theoretical perspectives in physics education;
- design, implement, evaluate teaching on specific physics topics informed by physics education research
- plan and perform an empirical research study on physics teaching and learning
- explain, discuss and relate to, in oral and written form, the role of physics education research in informing the teaching and learning of physics;

- look for, present, and critically discuss subject-based education literature in physics.
Examination methods: The examination will consist of two parts:
(1) written assignments during the course (40%);
(2) a final written project at the end of the course on the development and implementation of an empirical study on a selected topic in physics (60%).
Assessment criteria: Written assignments are positively evaluated on the base of the participation in the activities and of a critical presentation and discussion of how the results of Physical Education Research could inform teaching, learning and curriculum design.
The final project is positively evaluated if it contains a critical discussion of literature relevant for the empirical study, the justification of the proposed approach based on the findings of physics education research, and a critical discussion on the relevance of the study for physics teaching and learning.

Course unit contents: Physics teaching and learning: main topics and approaches in physics education research.
Core ideas in physics, scientific practices and crosscutting concepts in natural sciences. Historical development of physics ideas that carry special significance for physics teaching and learning.

Different theoretical approaches to students' understanding of physics content and student difficulties, and their application in physics teaching.
The role and importance of student interest, motivation and metacognition in learning physics. Student-centered approaches to physics teaching and learning.

The role of practical work and technologies in physics learning and teaching. Educational potential of out-of-school settings: benefits and opportunities offered by experiences outside the classroom.
Physics education research in different areas of physics, for example: mechanics, waves, optics, electromagnetism, relativity and quantum mechanics. Astronomy as a context in which proposing topics of classical and modern physics.
Planned learning activities and teaching methods: During the course students would experience various methodologies: interactive lectures draws on prescribed preparatory readings, microteaching, peer-to-peer evaluation, teamwork and cooperative learning.
Additional notes about suggested reading: Reading materials on the course web page.
Textbooks (and optional supplementary readings)
  • National Research Council, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press, 2012. Cerca nel catalogo
  • Osborne J., Dillon J. Eds., Good Practices in Science Teaching – What research has to say. England:: McGraw-Hill Education, Open University Press, 2010. Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Laboratory
  • Problem based learning
  • Case study
  • Interactive lecturing
  • Working in group
  • Questioning
  • Action learning
  • Problem solving
  • Flipped classroom
  • Work-integrated learning
  • Peer feedback
  • Peer assessment
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)
  • Students peer review
  • Reflective writing

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)
  • Top Hat (active quiz, quiz)

Sustainable Development Goals (SDGs)
Quality Education Gender Equality Reduced Inequalities