the model implemented by the FFC-Project: guidelines and preliminary results

1. GIREP 2003 Seminar: Quality development in Teacher Education and Training (Udine) Pre-service Physics Teacher Education the model implemented by the FFC-Project:guidelines and preliminary results R.M. Sperandeo-Mineo Department of Physical and Astronomical Sciences University of Palermo (Italy)

2. Project:Physics as a Cultural Formation Research Groups 9 Universities Bologna (Tomasini,Gagliardi) Milano (Giordano, Vegni) Napoli (Guidoni, Sassi) Palermo (Sperandeo) Pavia (Borghi, DeAmbrosis) Roma (Vicentini, Tarsitani) Torino (Rinaudo) Udine (Michelini)

3. Two specific operative objectives • Production of a model-proposal for the preparation at university level of teachers in all areas involving a physics' culture (FORMazione). • Production of a model-proposal, for the construction of paths (PERCorsi) of development of the basic culture in physics at all levels of pre- university schooling.

4. The FORM Project The background Guidelines and characteristics of our approach Some preliminary results Main conclusions

5. The structure of pre-service teacher preparation Specific disciplinary degree SSIS Entrance test(programmed number)

6. Problems involving methods and contents • relationship between pedagogy and disciplinary didactics They can be set into three categories: • appropriate knowledge of the discipline (the grey zones) • teaching methods used in university teaching

7. The FORM Goals The purpose of the research was twofold: • From a theoretical point of view, we aimed to gain a better understanding of factors which either promote or hinder the development of good teaching practice; • To contribute to the research-based design of physics teacher education programs and materials.

8. FORM: Models for pre-service preparation Models of teachers’ preparation Methods of Physics to be taught • Teachers who learn in a different way may be oriented to teach in a different way • A well founded change in teachers' didactic activity involves also a conceptual change

9. The theoretical underpinning The net of Knowledge and Competencies

10. The Net of Teacher’s Knowledge and Competencies S.M.K P.C.K P.K

11. Teacher’s Knowledge and Competencies • …………………………. • The quality of knowledge • The procedural knowledge • The knowledge about Science • The epistemological framework • …………………………. S.M.K

12. Teacher’s Knowledge and Competencies • Cognitive Models: • To know is a building process, • It is context dependent, • It needs scaffolds (tools), • ………………… P.K

13. Teacher’s Knowledge and Competencies “…representations of ideas, powerful analogies, illustrations, examples, explanations, and demonstrations….. including an understanding of what makes the learning of specific concepts easy or difficult: the conceptions and preconceptions that students of different ages and backgrounds bring with them to the learning.” (Shulman, 1987). P.C.K

14. Teacher’s Knowledge and Competencies • …………………………. • Representations of content suitable for teaching; • Teaching strategies coherent with these representations; • Students’ common-sense knowledge; • Students’ learning difficulties; • Teachers’ ideas and models about T/L processes; • …………………………. P.C.K

15. The teaching/learning environments for Student Teachers (STs) Hands-on learning Metareflection T/LEnvironments Experiential Tools

16. Operative Tools • A self-consistent proposal for a teaching/learning approach in a given field Work-Packages for Teacher Preparation • Materials and resource tools as guidelines for teacher trainers

17. Transparency Physics Content: Teaching/Learning • Concepts • Underlying constructs • Epistemic accounts • ………………………… • Pupil Conceptions • Ways of reasoning • Context dependence • ………………………… • Teaching/Learning sequences • Scaffolding Tools • Learning Knots • Critical Teaching Details • Teachers’ common problems in classroom implementation. • ………………..

18. Classical Physics The explored topics • RTEI: Real Time Experiments and Images • A first approach to Thermal Processes • From Thermal Processes to Entropy • The different Forms of Internal Energy • Generalised Kinematics

19. Classical Physics The explored topics Quantum Physics • Phenomenological and Exhaustive approach • From Classical to Quantum Mechanics (Feymann’ paths)

20. Classical Physics The explored topics Quantum Physics • Phenomenological and Exhaustive approach • From Classical to Quantum Mechanics (Feymann’ paths) • From the Field Concept to the Quantum Theory of Fields • Approaching Quantum Physics following the Dirac’ path.

21. The WP experimentation • Local test • Cross-test Validation Procedures • Open answer tests • Logbooks of Trainers and Observers • STs’ worksheets and other empirical materials • STs’ final tasks • The Portfolios

22. Some Conclusions • Exemplary teaching practices necessarily include the interaction of SMK, PK and PCK. A constructivist philosophy is required to fully “appreciate ” the interplay among SMK, PK, and PCK and their role in teaching/learning. • Increased emphasis on SMK it is useful but it does not necessarily affect instruction.

23. Some Conclusions • PCK construction does not involve only knowledge of pedagogical presentations, strategies and pupils’ preconceptions or learning difficulties; • A fundamental shift in the notion of what to know physics entails (at concept-level as well as at epistemic level), is required; • PCK development is not always a matter of converting any kind of existing SMK directly into PCK;

24. Some Conclusions Key ideas in teaching high school physics tend to be centred upon the experiential world and knowledge background of learners; Key ideas in the discipline (learned in the university courses) represent the logical and formal structure; Knowing concepts of a higher level theory does not ensure a sound understanding of concepts, principles analogues and representations belonging to realm of actual objects and commonsense experience.

25. Some Conclusions How teacher educators/researchers define SMK for teaching has important implications for how prospective teachers define, analyze, and develop their PCK.

26. Some Conclusions Transformation is not a one-direction process from SMK to PCK conceptions appropriate of pedagogy subject matter DialecticalInteraction

27. Some Conclusions PCK construction needs triggers: relevant changes in the knowledge of subject matter itself