attempts of transforming teacher transforming teacher practice through practice through professional...

Attempts ofAttempts oftransforming teachertransforming teacherpractice throughpractice throughprofessional developmentprofessional development

Vera MontalbanoVera Montalbano11, Roberto Benedetti, Roberto Benedetti11, Emilio Mariotti, Emilio Mariotti11,,Maria Alessandra MariottiMaria Alessandra Mariotti22,, AntonellaAntonella PorriPorri33

11Department of Physics, University of Siena, Siena, ItalyDepartment of Physics, University of Siena, Siena, Italy

22Department of Mathematical and Computer SciencesDepartment of Mathematical and Computer Sciences““R.R. MagariMagari””, University of Siena, Siena, Italy, University of Siena, Siena, Italy

33Regional Scholastic Office of Tuscany,Regional Scholastic Office of Tuscany,Arezzo territorial area, Arezzo, ItalyArezzo territorial area, Arezzo, Italy

SummarySummary

IntroductionIntroductionwherewhere whywhy howhow

National Plan for Scientific DegreesNational Plan for Scientific Degreesin Southern Tuscanyin Southern Tuscany focused on the design andfocused on the design andimplementation of laboratories and teacher professionalimplementation of laboratories and teacher professionalenhancementenhancement

Report on selected activitiesReport on selected activitiesmain featuresmain features did it work?did it work? remarksremarks

ConclusionsConclusions

AttemptsAttempts

IntroductionIntroduction

Improve Physics EducationImprove Physics Education in Secondaryin SecondarySchool (14School (14 --18 years) in order to have more18 years) in order to have moretalented and prepared students enrolled intalented and prepared students enrolled inScientific degreesScientific degrees

Since 2000, the Department of Physics is active inSince 2000, the Department of Physics is active inorienting students towards Physics and in teachersorienting students towards Physics and in teacherstraining in Physics and Mathematicstraining in Physics and Mathematics

Our activities are directed to students andOur activities are directed to students andteachers in theteachers in theprovinces of Siena,provinces of Siena,Arezzo and Grosseto.Arezzo and Grosseto.

AttemptsAttempts

IntroductionIntroduction

Early activitiesEarly activities

InitialInitial TeacherTeacher Training in the AdvancedTraining in the Advanced SchoolSchoolforfor TeachingTeaching inin SecondarySecondary SchoolSchool ofof TuscanyTuscany((teachingteaching qualification)qualification)

VariousVarious activitiesactivities forfor orientingorienting studentsstudentstowardstowards PhysicsPhysics

SinceSince almostalmost allall teachersteachers (expert or in training) are not(expert or in training) are notphysicistsphysicists butbut ratherrather mathematiciansmathematicians oror engeneersengeneers, a, astrongstrong requirementrequirement arosearose

PutPut laboratorylaboratory in the centre ofin the centre of physicsphysics educationeducation

DesigningDesigning professionalprofessional developmentdevelopment programsprograms forfor teachersteachers,,whichwhich cancan leadlead toto fundamentalfundamental changeschanges inin theirtheir

practicepractice,, isis indispensableindispensable..

AttemptsAttempts

IntroductionIntroductionReport on selected activitiesReport on selected activities

advancedadvanced coursescourses inin PhysicsPhysics andandMathematicsMathematics EducationEducation training in design andtraining in design and implementationimplementation ofof laboratorylaboratoryactivitiesactivities forfor aa summersummer schoolschool ofof physicsphysicscoursescourses designeddesigned forfor a Master ina Master in PhysicsPhysics EducationalEducationalInnovationInnovation andand OrientingOrienting performedperformed jointlyjointly byby manymanyitalianitalian universitiesuniversities workshopworkshop forfor teachersteachers ofof physicsphysics andand mathematicsmathematicsonon modelingmodelingupdatingupdating coursecourse forfor teachersteachers

AllAll activitiesactivities areare realizedrealized withinwithin thethe ItalianItalianNationalNational PlanPlan forfor ScientificScientific DegreesDegrees

(Piano(Piano nazionalenazionale LaureeLauree ScientificheScientifiche PLS)PLS)

National Plan forNational Plan forScientific DegreesScientific Degrees

The enrollment in Physics, Mathematics andThe enrollment in Physics, Mathematics andChemistry has declined dramatically almost everywhereChemistry has declined dramatically almost everywherein the world. The situation in Italy was dramatic: thein the world. The situation in Italy was dramatic: theenrollments became less than an half in few years.enrollments became less than an half in few years.

Chemistry Physics Mathematics

4 disciplinary projects4 disciplinary projectsChemistryChemistryPhysicsPhysicsMathematicsMathematicsScience of MaterialsScience of Materials

Numbers indicatedNumbers indicateduniversities in the project (2010)universities in the project (2010) see also E.see also E. SassiSassi et al P2.G02.03et al P2.G02.03

2765 secondary schools2765 secondary schoolsinvolvedinvolved


Italy is active since 2005 with a large and detailedItaly is active since 2005 with a large and detailedplan to remedy theplan to remedy the decreasing of graduates in sciencedecreasing of graduates in sciencedisciplinesdisciplines funded by the Ministry of Education andfunded by the Ministry of Education andScientific Research.Scientific Research.

TwoTwo main actionsmain actions professionalprofessional developmentdevelopment forfor teachersteachers orientation toorientation to physicsphysics forfor studentsstudents

2765 secondary schools involved2765 secondary schools involved


OrientingOrienting toto ScientificScientific DegreeDegree byby meansmeans of trainingof training

LaboratoryLaboratory as aas a methodmethod not as a placenot as a place

StudentStudent mustmust becomebecome the mainthe main charactercharacter ofof learninglearning

Joint planning byJoint planning by teachersteachers andand universityuniversity

PLSPLS laboratorieslaboratories::Laboratories which approach the disciplineLaboratories which approach the disciplineand develop vocationsand develop vocations

SelfSelf--assessment laboratories for improvingassessment laboratories for improvingthe standard required by graduate coursesthe standard required by graduate courses

DeepeningDeepening laboratorylaboratory forfor motivatedmotivated andandtalentedtalented studentsstudents

AdvancedAdvanced CoursesCourses forfor TeachersTeachersProfessional development for qualified teachers

Learning paths in Physics and Mathematics:models, experimental checks. statisticsfrom a.a. 2004/2005 to 2007/2008

Annual advanced course (100Annual advanced course (100--125 hours), compulsory125 hours), compulsoryattendance, score for teacher rankingattendance, score for teacher ranking

51 teachers qualified for Physics or Math&Phys teaching51 teachers qualified for Physics or Math&Phys teachingenrollment in 4 years, max 19 min 3 (last edition)enrollment in 4 years, max 19 min 3 (last edition)

every year we proposed different topicsevery year we proposed different topics

born from a request of young qualified teachersborn from a request of young qualified teachers

AdvancedAdvanced CoursesCourses forfor TeachersTeachers

Society and educationSociety and education (25(25--35 hours)35 hours)educational resources that can be found outside the schooleducational resources that can be found outside the school(e.g. science museums, interactive science exhibitions).(e.g. science museums, interactive science exhibitions).history of physics or mathematicshistory of physics or mathematicscultural reflections that can enrich the quality of teachingcultural reflections that can enrich the quality of teaching

Educational Research LaboratoryEducational Research Laboratory (75(75--90 hours)90 hours)Experts from School, University and Research InstitutionsExperts from School, University and Research Institutionspresented innovative tools for education in 3 topics selectedpresented innovative tools for education in 3 topics selectedfrom the school curriculum.from the school curriculum.Small groups of teachers elaborated these topics andSmall groups of teachers elaborated these topics anddesigned, implemented learning paths in the laboratory anddesigned, implemented learning paths in the laboratory andanalysed data. At the end of the course, they produceanalysed data. At the end of the course, they producematerials for realizing some learning paths discussed in thematerials for realizing some learning paths discussed in the

final examination.final examination.

AdvancedAdvanced CoursesCourses forfor TeachersTeachersEducational Research LaboratoryEducational Research Laboratory

Mathematics and physics: modelling and approximate,Mathematics and physics: modelling and approximate,Wave phenomenaWave phenomenaEducational project of modern physicsEducational project of modern physicsIntroduction to relativityIntroduction to relativityWaves and oscillations: a methodological reflectionWaves and oscillations: a methodological reflectionFrom electrical charge to Joule effectFrom electrical charge to Joule effectWaves: from sound to lightWaves: from sound to lightFromFrom special to general relativityspecial to general relativity

Did it work?Did it work? Very wellVery well

ButBut very intensive for teachersvery intensive for teachersonly young teachers (most part with noonly young teachers (most part with nopermanent position)permanent position)difficult to organize (University taxes becamedifficult to organize (University taxes becametoo expansive in few years)too expansive in few years)

online course give same score with lessonline course give same score with lesscosts and effortcosts and effort

Training inTraining in PigelletoPigelleto’’ss SummerSummerSchool of PhysicsSchool of Physics

Since 2005,Since 2005, forty students from high school areforty students from high school areselected to attend at a 4selected to attend at a 4--day full immersion summerday full immersion summerschool of physics in theschool of physics in the PigelletoPigelleto Natural Reserve,Natural Reserve,on the south east side of Mounton the south east side of Mount AmiataAmiata in the province ofin the province ofSiena.Siena.Thousand and one energy: from sun to Fukushima (2011)Thousand and one energy: from sun to Fukushima (2011)Light, color, sky: how and why we see the worldLight, color, sky: how and why we see the world (2006)(2006)Store, convert, save, transfer, measure energy, andStore, convert, save, transfer, measure energy, andmoremore……((2007)2007)The achievements of modern physicsThe achievements of modern physics (2009)(2009)Exploring the physics of materialsExploring the physics of materials (2010)(2010)Small groups of students are engaged in laboratories.Small groups of students are engaged in laboratories.ActiveActive involvementinvolvement ofof expert,expert, youngyoung and inand in

trainingtraining teachersteachers in the designin the designandand implementationimplementation ofof

laboratorylaboratory activitiesactivities

Measurement of Plank’s constant by a LEDMeasure of the speed of rotation of a starHow it works: Stirling machine, solar oven, coffeepotMeasurement of the mechanical equivalent of heatElectromagnetic induction and energy dissipation

Radioactivity background vs. small UraniumsourcesPhotoelectric effectDid it work?Did it work? Very well, some labsVery well, some labs

seem entered in practiceseem entered in practice

ButBut very intensive for teachersvery intensive for teachersonly young teachers (most part with noonly young teachers (most part with nopermanent position)permanent position)teachers in service almostteachers in service almostnever partecipate exceptnever partecipate exceptexpert ones involvedexpert ones involved

Training inTraining in PigelletoPigelleto’’ss SummerSummerSchool of PhysicsSchool of Physics

Master inMaster in PhysicsPhysics EducationalEducationalInnovationInnovation andand OrientingOrienting

The Master, designed for qualified teachers, isThe Master, designed for qualified teachers, isorganized by University of Udine.organized by University of Udine.

19 Universities collaborate for giving courses in19 Universities collaborate for giving courses inlaboratory, often focused on a laboratory performedlaboratory, often focused on a laboratory performedin the National Plan.in the National Plan.

Courses:Courses: Modern Physics, Advanced Physics Experiments,Modern Physics, Advanced Physics Experiments,Spectroscopy Laboratory, Look at the Universe:Spectroscopy Laboratory, Look at the Universe:astrophysical observations and measurements, Waves andastrophysical observations and measurements, Waves andOscillations, Phenomenology of Sound, Paths of ThermalOscillations, Phenomenology of Sound, Paths of ThermalPhenomena, Paths of Electromagnetism, Exploratory Lab onPhenomena, Paths of Electromagnetism, Exploratory Lab onSuperconductivitySuperconductivity

Did it work?Did it work? Very well (poster P2.G07.03)Very well (poster P2.G07.03)

ButBut very intensive for teachersvery intensive for teachersonly few young teachers (with noonly few young teachers (with nopermanent position)permanent position)

see A. Stefanelsee A. Stefanel et al.et al. P2.G04.06P2.G04.06

Laboratory ofLaboratory of ModellingModellingAn interAn inter--disciplinary workshop for teachers ofdisciplinary workshop for teachers ofphysics and mathematics onphysics and mathematics on modellingmodelling(collaboration with Mathematics Plan).(collaboration with Mathematics Plan).

Selected topics, named in the same way in bothSelected topics, named in the same way in bothdisciplines, are discussed in order to designdisciplines, are discussed in order to designinterdisciplinary learning paths.interdisciplinary learning paths.

The purpose is to clarify these topics by using specific toolsThe purpose is to clarify these topics by using specific toolsfrom physics and mathematics and to outline the similaritiesfrom physics and mathematics and to outline the similaritiesand the differences in both contexts.and the differences in both contexts.

We believe that this activity can be useful for students, whichWe believe that this activity can be useful for students, whichcan acquire a profound insight on some fundamental concepts,can acquire a profound insight on some fundamental concepts,and for teacher professional development.and for teacher professional development.

Did it work?Did it work? Very well, but slowly (a couple ofVery well, but slowly (a couple ofproposal are sperimented succefully in classroom)proposal are sperimented succefully in classroom)

ButBut only few teachers in service (2only few teachers in service (2--3) and3) andyoung teachers (with no perm. pos.)young teachers (with no perm. pos.)request of an updating course onrequest of an updating course onmodellingmodelling

Updating is compulsory for teachers in service (6 hours), ourUpdating is compulsory for teachers in service (6 hours), ourcourse took place in Scientific High School of Arezzocourse took place in Scientific High School of Arezzo17 teachers enrolled, 1317 teachers enrolled, 13 have regularly attendedhave regularly attended

10 afternoon for a total of 40 hours, more than half in lab

Did it work?Did it work? Very well, teachers all in service,Very well, teachers all in service,interested in learning how to useinterested in learning how to usetheir labtheir lab’’s facilitiess facilitiesstrong schoolstrong school’’s management supports management support

ButButpeculiar school, forthcoming reformpeculiar school, forthcoming reformof schoolof school

UpdatingUpdating coursescourses forforteachersteachers in servicein service

The nature of light: from classicalThe nature of light: from classicalphysics to quantum physicsphysics to quantum physicsa.s.a.s. 2008/20092008/2009


course took place in Scientific High School of Arezzocourse took place in Scientific High School of Arezzo11 teachers enrolled, 1111 teachers enrolled, 11 have regularly attendedhave regularly attended

8 afternoon for a total of 24 hours

Did it work?Did it work? Very well, teachers all in service,Very well, teachers all in service,interested in designing a meanfulinterested in designing a meanfulcurriculum for physics in reformedcurriculum for physics in reformedschoolschoolstrong schoolstrong school’’s management supports management support

ButBut peculiar schoolpeculiar schoolonly teachers from that schoolonly teachers from that school

course on physics laboratory in the newcourse on physics laboratory in the newhigh schoolshigh schoolsa.s.a.s. 2009/20102009/2010


course took place in Scientific High School ofcourse took place in Scientific High School of ColleColle ValVal dd’’ElsaElsa(SI) from a request of teachers(SI) from a request of teachers6 teachers enrolled, 66 teachers enrolled, 6 have regularly attendedhave regularly attended


Did it work?Did it work? unsatisfactoryunsatisfactoryteachers interested but not activeteachers interested but not activeonly interested to obtain some usefulonly interested to obtain some usefulhint for phys labhint for phys labweak schoolweak school’’s management supports management supportonly teachers from that schoolonly teachers from that school

course on laboratory physicscourse on laboratory physicsa.s.a.s. 2009/20102009/2010


course took place in Scientific High School of Siena from acourse took place in Scientific High School of Siena from arequest of teachers in workshop onrequest of teachers in workshop on modellingmodelling

19 teachers enrolled, 819 teachers enrolled, 8 have regularly attendedhave regularly attended


Did it work?Did it work? unsatisfactoryunsatisfactorymany teachers only interested tomany teachers only interested toobtain some useful hint but stronglyobtain some useful hint but stronglyopposed to discussing their way ofopposed to discussing their way ofteachingteachingabsent schoolabsent school’’s management supports management support

ButBut with interested teachers, we startwith interested teachers, we starta fully designing ofa fully designing of interdisciplinaryinterdisciplinaryactivities for the first year of aactivities for the first year of areformed schoolreformed school

Mathematics and Physics Teaching in theMathematics and Physics Teaching in theReformed SchoolReformed Schoola.s.a.s. 2011/20122011/2012

ConclusionConclusion professional development is indispensableprofessional development is indispensable inin

orderorder toto obtainobtain aa realreal andand permanentpermanentimprovementimprovement ofof physicsphysics teachingteaching

It is difficult to involve actively teachers in serviceIt is difficult to involve actively teachers in service

Young teachers (often with no permanent positions) areYoung teachers (often with no permanent positions) aremore available to innovationmore available to innovation

Updating courses are almost the only way to achieveUpdating courses are almost the only way to achieveteachers in service (better if held in their school)teachers in service (better if held in their school)

Strong schoolStrong school’’s management support is crucial in orders management support is crucial in orderto obtaining a large teachersto obtaining a large teachers’’ involvementinvolvement

AttemptsAttempts

For more info on some laboratories:For more info on some laboratories:R. Benedetti, E.R. Benedetti, E. MariottiMariotti, V., V. MontalbanoMontalbano, A., A. PorriPorri,,

Active and cooperative learning paths in theActive and cooperative learning paths in the PigelletoPigelleto’’ssSummer School of Physics,Summer School of Physics, Twelfth International SymposiumFrontiers of Fundamental Physics (FFP12), Udine 21-23November 2011, arXiv:1201.1333v1 [arXiv:1201.1333v1 [physics.edphysics.ed--ph]ph]

S. Di Renzone, S. Frati, V. Montalbano, Disciplinary knotsand learning problems in waves physics,, Twelfth InternationalSymposium Frontiers of Fundamental Physics (FFP12), Udine21-23 November 2011, arXiv:1201.3008v1arXiv:1201.3008v1 [[physics.edphysics.ed--ph], 2012ph], 2012

V. Montalbano, Fostering Student Enrollment in BasicSciences: the Case of Southern Tuscany, in Proceedings of The3rd International Multi-Conference on Complexity, Informaticsand Cybernetics: IMCIC 2012, ed. N. Callaos et al, 279 (2012]]For more info on National Plan PLS (inFor more info on National Plan PLS (in italianitalian))

http://www.progettolaureescientifiche.eu/http://www.progettolaureescientifiche.eu/ national linknational linkhttp://http://www.unisi.it/fisica/laureescient/index.htmwww.unisi.it/fisica/laureescient/index.htm SienaSiena’’s links link

AttemptsAttempts

attempts of transforming teacher transforming teacher practice through practice through professional...

Documents