wcpe teachers professional development

7/29/2019 wcpe teachers professional development

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A t t e m p t s o f A t t e m p t s o f t r a n s fo rm i n g t e a c h e r t r a n s fo rm i n g t e a c h e r

p r a c t i c e t h r o u g h p r a c t i c e t h r o u g h

p r o fe s s i o n a l d e v e lo pm e n t p r o fe s s i o n a l d e v e lo pm e n t

Vera MontalbanoVera Montalbano11, Roberto B enedett i, Roberto B enedett i11, Emil io Mario tt i, Emil io Mariott i11,,

Maria Alessandra Mariott iMaria Alessandra Mariott i22,, Antonel laAntonel laPorr iPorr i33

11Department o f Phys ics, University of Siena, Siena, ItalyDepartment o f Phys ics, University of Siena, Siena, Italy

22Department of Mathematical and Computer SciencesDepartment of Mathematical and Computer Sciences

R.R. MagariMagari, Universit y of Siena, Siena, Italy, Universit y of Siena, Siena, Italy

33Regional Scho lastic Office of Tusc any,Regional Scholastic Office of Tuscany,

Ar ezzo terri tor ial area, Arezzo, ItalyArezzo territ ori al area, Arezzo, Italy


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S umm a r y S umm a r y

IntroductionIntroductionwherewhere w hyw hy howhow

Nat ional Plan for Scientific DegreesNat ional Plan for Scientific Degreesin Southern Tuscanyin Southern Tuscany f o c u s e d o n t h e d e s i g n a n d f o c u s e d o n t h e d e s i g n a n d

im p l em e n t a t i o n o f l a b o r a t o r ie s a n d t e a c h e r p r o fe s s i o n a l i m p l em e n t a t i o n o f la b o r a t o r i e s a n d t e a c h e r p ro f e s s io n a l e n h a n c em e n t e n h a n c em e n t

Report on selected ac tivitiesReport on selected act ivitiesmain featuresmain features did it w ork?did it w ork? remarksremarks

ConclusionsConclusions


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I n t r o d u c t i o n I n t r o d u c t i o n

Improve Physics EducationImprove Physics Education in Secondaryin Secondary

School (14School (14 --18 years) in order to have m ore18 years) in order to have m oreta lented a nd prepared students enrolled inta lented a nd prepared students enrolled in

Scientific degreesScientific degrees

Since 20 00 , the Departm ent of Physics is active inSince 20 00 , the Departm ent of Physics is active inorienting students tow ards Physics a nd in te ac hersorienting students tow ards Physics a nd in teac hers

training in Physics and Ma them at icstraining in Physics and Ma them at ics

Our ac tivities are direc te d to students andOur ac tivities are direc te d to students and

te ac hers in thetea chers in the

provinces of Siena ,provinces of Siena,

Arezzo and Grosset o.Arezzo and Grosset o.


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Early ac tivitiesEarly ac tivities

InitialInitial TeacherTeacherTraining in the AdvancedTraining in the Advanced SchoolSchool

forfor TeachingTeaching inin SecondarySecondary SchoolSchool ofof TuscanyTuscany

((teachingteaching qualification)qualification)

VariousVarious activitiesactivities forfor orientingorienting studentsstudents

towardstowards PhysicsPhysics

SinceSince almostalmost allall teachersteachers (expert or in training) are not(expert or in training) are not

physicistsphysicists butbut ratherrathermathematiciansmathematicians oror engeneersengeneers , a, a

strongstrong requirementrequirement arosearose

PutPut laboratorylaboratory in the centre ofin the centre ofphysicsphysics educationeducation

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

practicepractice ,, isis indispensableindispensable..


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Report on select ed act ivitiesReport on select ed act ivities

a d v a n c e d a d v a n c e d c o u r s e s c o u r s e s i ni nP h y s i c s P h y s i c s a n da n d

M a t h em a t i c s M a t h em a t i c s E d u c a t i o n E d u c a t i o n

t r a i n i n g i n d e s i g n a n d t r a i n i n g i n d e s i g n a n d i m p l em e n t a t i o n i m p l em e n t a t i o n o fo fl a b o r a t o r y l a b o r a t o r y

a c t i v i t i e s a c t i v i t i e s f o rf o raas u mm e r s u mm e r s c h o o l s c h o o l o fo fp h y s i c s p h y s i c s

c o u r s e s c o u r s e s d e s i g n e d d e s i g n e d f o rf o ra Ma s t e r in a Ma s t e r in P h y s i c s P h y s i c s E d u c a t i o n a l E d u c a t i o n a l

I n n o v a t i o n I n n o v a t i o n a n da n dO r i e n t i n g O r i e n t i n g p e r f o r m e d p e r f o r m e d j o i n t l yj o i n t l yb yb ym a n y m a n y

i t a l i a n i t a l i a n u n i v e r s i t i e s u n i v e r s i t i e s

w o r k s h o p w o r k s h o p f o rf o rt e a c h e r s t e a c h e r s o fo fp h y s i c s p h y s i c s a n da n dm a t h e m a t i c s m a t h e m a t i c s

o no nm o d e l i n g m o d e l i n g

u p d a t i n g u p d a t i n g c o u r s e c o u r s e f o rf o rt e a c h e r s t e a c h e r s

A l lA l la c t i v i t i e s a c t i v i t i e s a r ea r er e a l i z e d r e a l i z e d w i t h i n w i t h i n t h et h eI t a l i a n I t a l i a n

N a t i o n a l N a t i o n a l P l anP l anf o rf o rS c i e n t i f i c S c i e n t i f i c De g r e e s De g r e e s

(Piano(Piano nazionalenazionale LaureeLauree ScientificheScientifiche PLS)PLS)


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Na tional Plan forNat ional Plan for

Scientific DegreesScientific Degrees

The e nrollment in Physics, Mathema tics andThe e nrollment in Physics, Mathematics and

Chemistry has declined drama tica lly almost everywhereChemistry has declined drama tica lly almost everyw here

in the w orld. The situat ion in Ita ly w as dramat ic: thein the w orld. The situat ion in It aly w as dramat ic: the

enrollments bec am e less than an half in few years.enrollments becam e less than an half in few years.

Chemistry Physics Mathematics


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4 disciplinary projects4 disciplinary projects

ChemistryChemistry

PhysicsPhysicsMathematicsMathematics

Science 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



Ita ly is act ive since 2 005 w ith a large and deta iledIt aly is active since 20 05 w ith a large and deta iled

plan to remedy theplan to remedy the decrea sing of graduate s in sciencedecrea sing of graduate s in science

disciplinesdisciplines funded by the Ministry of Education andfunded by the Ministry of Education and

Scientific Resea rch.Scientific Resea rch.

Tw oTw o main a ctionsmain a ctions

professionalprofessional developmentdevelopment forfor teachersteachers

orienta tion toorienta tion to physicsphysics forfor studentsstudents

27 65 sec ondary schools involved27 65 sec ondary schools involved


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OrientingOrienting toto ScientificScientific DegreeDegree byby meansmeans of tra iningof tra ining

LaboratoryLaboratory as aas a methodmethod not as a plac enot as a plac e

StudentStudent mustmust becomebecome the mainthe main charactercharacterofof learninglearning

Joint planning byJoint planning by teachersteachers andand universityuniversity

PLSPLS laboratorieslaboratories::

Laborat ories w hich approach the disciplineLaborat ories w hich approac h the discipline

and develop vocat ionsand develop vocations

SelfSelf--assessment laboratories for improvingassessment laboratories for improving

the standard required by graduate coursesthe standard required by graduate courses

DeepeningDeepening laboratorylaboratory forfor motivatedmotivated andand

talentedtalented studentsstudents


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AdvancedAdvanced CoursesCourses forfor TeachersTeachers

Professional development for qualified teachers

L ea rn in g p a t h s i n Ph ys ic s a nd M a t h e m a t i c s :

m o d e l s , e x p e r im e n t a l c h e c k s . s t a t is t i c s

from a.a. 2004/2005 to 2007/2008

Annual advanced course (100Annual advanced course (10 0 --12 5 hours), compulsory12 5 hours), compulsory

att endance, score for te acher rankingattendance, score for teacher ranking

51 te ac hers qualified for Physics or Math& Phys tea ching51 te ac hers qualified for Physics or Mat h& Phys te ac hing

enrollment in 4 yea rs, max 1 9 min 3 (last edition)enrollment in 4 yea rs, ma x 19 min 3 (last edition)

every year w e proposed different topicsevery year w e proposed different topics

born from a request of young qualified teac hersborn from a request of young qualified teac hers


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Society and educa tionSociety and educa tion (25(25 --35 hours)35 hours)

educat ional resource s that ca n be found outside the schooleducat ional resource s that can be found outside t he school

(e.g. science museums, inte ract ive science ex hibitions).(e.g. science museums, inte ract ive science exhibitions).history of physics or mathem at icshistory of physics or mathem at ics

cultural reflec tions that ca n enrich the quality of te achingcultural reflec tions that ca n enrich the quality of te aching

Educa tional Research Laborat oryEduca tional Research Laboratory (75(7 5 --90 hours)90 hours)

Experts from School, University a nd Research InstitutionsExperts from School, University and Research Institutions

presented innovative t ools for educat ion in 3 t opics select edpresented innovative t ools for educat ion in 3 topics select edfrom the school curriculum.from the school curriculum.

Small groups of te ac hers elaborat ed these topics andSmall groups of te ac hers elaborat ed these topics and

designed, implemented learning paths in the laboratory anddesigned, implemented learning paths in the laboratory and

analysed data . At the end of the c ourse, they produceanalysed data . At the end of the c ourse, they produce

materials for realizing some learning paths discussed in thematerials for realizing some learning paths discussed in the

final exam ination.final exam ination.


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Educa tional Research Laborat oryEduca tional Researc h Laborat ory

Ma them at ics and physics: modelling and approximate ,Ma them at ics and physics: modelling and approximat e,

Wave phenomenaWave phenomenaEducational project of modern physicsEducational project of modern physics

Introduction to relativityIntroduction to relativity

Waves and oscillations: a methodological reflectionWaves and oscillations: a methodological reflection

From elect rical charge to Joule effectFrom elect rical charge to Joule effect

Waves: from sound to lightWaves: from sound to light

FromFrom spec ial to general relativityspecial to general relativity

Did it w ork?Did it w ork? Very wellVery well

ButBut very inte nsive for teachersvery inte nsive for tea chers

only young te ac hers (most part w ith noonly young te ac hers (most part w ith no

permanent position)permanent position)

difficult t o organize (University tax es bec am edifficult t o organize (University tax es bec am e

too expansive in few years)too expansive in few years)

online course give same score w ith lessonline course give same score w ith less

costs and effortcosts and effort


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T r a i n i n g i n T r a i n i n g i n PigelletoPigelleto ss SummerSummer

School of PhysicsSchool of Physics

Since 2005,Since 2005, forty students from high school areforty students from high school are

selected to att end at a 4selecte d to attend at a 4 --day full immersion summerday full immersion summerschool of physics in theschool of physics in the PigelletoPigelleto Natural Reserve,Nat ural Reserve,

on the south east side of Mounton the south east side of Mount AmiataAmiata in the province ofin the province of

Siena.Siena.

T h o u s a n d a n d o n e e n e r g y : f rom s u n t o F u k u s h i m a (2 0 1 1 ) T h o u s a n d a n d o n e e n e r g y : f rom s u n t o F u k u s h i m a (2 0 1 1 )

L i gh t , c o l o r , s k y : h o w a n d w h y w e s e e t h e w o r ld L i gh t , c o l o r , s k y : h o w a n d w h y w e s e e t h e w o r ld (2006)(2006)

S t o r e , c o n v e r t , s a v e , t r a n s f e r , m ea s u r e e n e r g y , a n d S t o r e , c o n v e r t , s a v e , t r a n s f e r , m ea s u r e e n e r g y , a n d m o r e m o r e ((2007)2007)

T h e a c h i e v em e n t s o f m o d e r n p h ys i c s T h e a c h i e v em e n t s o f m o d e r n p h ys i c s (2009)(2009)

E x p l o r in g t h e p h y s i c s o f m a t e r i a ls E x p l o r in g t h e p h y s i c s o f m a t e r i a l s (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 intrainingtraining teachersteachers in the designin the design

andand implementationimplementation ofof

laboratorylaboratory activitiesactivities


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Me asurement of Planks constant by a LED

Me asure of the speed of rotat ion of a star

How it w orks: Stirling mac hine, solar oven, coffeepot

Mea surement of the mec hanical e quivalent of heat

Elect romagnetic induction and energy dissipat ion

Radioactivity background vs. small Uranium

sources

Photoelectric effect

Did it w ork?Did it w ork? Ve ry w ell, some labsVe ry w ell, some labs

seem e ntered in pract iceseem e ntered in pract ice

ButBut very inte nsive for teac hersvery inte nsive for tea chers

only young te achers (most part w ith noonly young te achers (most part w ith no


te ac hers in service almostte ac hers in service almost

never partecipate ex ceptnever partecipate ex cept

expert ones involvedex pert ones involved

T r a i n i n g i n T r a i n i n g i n PigelletoPigelletoss SummerSummer

School of PhysicsSchool of Physics


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Ma s t e r in Ma s t e r in P h y s i c s P h y s i c s E d u c a t i o n a l E d u c a t i o n a l

I n n o v a t i o n I n n o v a t i o n a n da n dO r i e n t i n g O r i e n t i n g

The Ma ster, designed for qualified t eachers, isThe Ma ster, designed for qualified tea chers, is

organized by University of Udine.organized by University of Udine.

19 Universities collaborate for giving courses in19 Universities collaborate for giving courses in

laboratory, often focused on a laboratory performedlaboratory, often focused on a laboratory performed

in the Na tional Plan.in the Na tional 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:

astrophysica l observations and mea sureme nts, Waves andastrophysica l observations and measurements, Waves and

Oscillat ions, Phenomenology of Sound, Paths of Therma lOscillat ions, Phenomenology of Sound, Paths of Therma l

Phenome na, Paths of Elect romagnetism, Explorat ory Lab onPhenomena, Pat hs of Elect romagnetism, Explorat ory Lab on

SuperconductivitySuperconductivity

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

ButBut very inte nsive for teac hersvery inte nsive for teac hersonly few young teachers (w ith noonly few young te ac hers (with no


see A. Stefanelsee A. Stefanel e t a l .e t a l . P2.G04.06P2.G04.06


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Laboratory ofLaboratory ofModellingModelling

An interAn inter--disciplinary workshop for teachers ofdisciplinary workshop for teachers of

physics and ma them at ics onphysics and mathem at ics on modellingmodelling

(collaboration with Mathematics Plan).(collaboration with Mathematics Plan).

Selec ted topics, name d in the sam e w ay in bothSelec te d topics, name d in the same w ay in both

disciplines, are discussed in order to designdisciplines, are discussed in order to design

interdisciplinary learning paths.interdisciplinary learning paths.

The purpose is to clarify these topics by using spec ific toolsThe purpose is to clarify these topics by using specific t ools

from physics and mat hema tics a nd to outline t he similaritiesfrom physics and mat hema tics and to outline t he similarities

and the differences in both conte xt s.and the differences in both conte xt s.

We believe t hat t his ac tivity can be useful for students, w hichWe believe t hat t his ac tivity can be useful for students, w hich

ca n ac quire a profound insight on some fundam enta l concepts,ca n ac quire a profound insight on some fundamental c oncepts,

and for tea cher professional developme nt.and for tea cher professional developme nt.

Did it w ork?Did it w ork? Very we ll, but slowly (a c ouple ofVe ry we ll, but slow ly (a c ouple of

proposal are sperimented succefully in classroom)proposal are sperimented succefully in classroom)

ButBut only few te achers in service (2only few teachers in service (2 --3) and3) and

young tea chers (w ith no perm. pos.)young tea chers (w ith no perm. pos.)

request of an updat ing course onrequest of an updat ing course on

modellingmodelling


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Updat ing is compulsory for te ac hers in service (6 hours), ourUpdat ing is compulsory for te ac hers in service (6 hours), our

course took place in Scient ific High School of Arezzocourse took place in Scient ific High School of Arezzo

17 tea chers enrolled, 1317 t ea chers enrolled, 13 have regularly atte ndedhave regularly atte nded

1 0 a ft ernoon for a t ot al of 4 0 hours, m ore t ha n ha lf in la bDid it w ork?Did it w ork? Very w ell, te ac hers all in service ,Ve ry w ell, te ac hers all in service ,

intereste d in lea rning how to useintereste d in lea rning how to use

their labtheir labs facilitiess facilities

strong schoolstrong schools manageme nt supports manageme nt support

ButButpeculiar school, forthcoming reformpeculiar school, forthcom ing reform

of schoolof school

Up d a t i n g U p d a t i n g c o u r s e s c o u r s e s f o rf o r

t e a c h e r s t e a c h e r s i n s e r v i c e i n s e r v i c e

The nature of light: from classicalThe nature of light: from classical

physics to quantum physicsphysics to quantum physics

a.s.a.s. 2008/20092008/2009


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course took place in Scient ific High School of Arezzocourse took place in Scient ific High School of Arezzo

11 tea chers enrolled, 1111 t ea chers enrolled, 11 have regularly atte ndedhave regularly atte nded

8 a ft ernoon for a t ot al of 2 4 hours

Did it w ork?Did it w ork? Very w ell, te ac hers all in service ,Ve ry w ell, te ac hers all in service ,

intereste d in designing a me anfulintereste d in designing a me anful

curriculum for physics in re formedcurriculum for physics in reformed

schoolschool

strong schoolstrong schools manageme nt supports manageme nt support

ButBut peculiar schoolpeculiar school

only tea chers from t hat schoolonly te achers from t hat school

course on physics laborat ory in the newcourse on physics laborat ory in the ne w

high schoolshigh schoolsa.s.a.s. 2009/20102009/2010


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course took place in Scientific High School ofcourse took place in Scientific High School ofColleColle ValVal ddElsaElsa

(SI) from a request of te ac hers(SI) from a request of te ac hers

6 t eachers enrolled, 66 t eachers enrolled, 6 have regularly atte ndedhave regularly atte nded

3 a ft ernoon for a t ot al of 6 hours

Did it w ork?Did it w ork? unsatisfactoryunsatisfactory

tea chers intereste d but not act ivetea chers interested but not ac tive

only inte rested t o obta in some usefulonly intereste d to obta in some useful

hint for phys labhint for phys lab

w eak schoolw eak schools manageme nt supports manageme nt supportonly tea chers from t hat schoolonly te achers from t hat school

course on laborat ory physicscourse on laborat ory physicsa.s.a.s. 2009/20102009/2010


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course took place in Scientific High School of Siena from acourse took place in Scientific High School of Siena from a

request of tea chers in w orkshop onrequest of tea chers in w orkshop on modellingmodelling

19 t ea chers enrolled, 819 teac hers enrolled, 8 have regularly atte ndedhave regularly attended

1 0 a ft ernoon for a t ot al of 3 0 hoursDid it w ork?Did it w ork? unsatisfactoryunsatisfactory

many te ac hers only interested toma ny te ac hers only intereste d to

obtain some useful hint but st ronglyobtain some useful hint but st rongly

opposed to discussing their w ay ofopposed to discussing their w ay of

teachingteaching

absent schoolabsent schools manageme nt supports manageme nt support

ButBut w ith intereste d teachers, w e startw ith intereste d teachers, w e start

a fully designing ofa fully designing of interdisciplinaryinterdisciplinary

ac tivities for the first yea r of aac tivities for the first year of a

reformed schoolreformed school

Mathematics and Physics Teaching in theMathematics and Physics Teaching in the

Reformed SchoolReformed School

a.s.a.s. 2011/20122011/2012


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Con c l u s i o n Co n c l u s i o n

professional development is indispensableprofessional development is indispensable inin

orderordertoto obtainobtain aa realreal andand permanentpermanent

improvementimprovement ofof physicsphysics teachingteaching

It is difficult to involve ac tively teac hers in serviceIt is difficult to involve ac tively te achers in service

Young teache rs (often w ith no pe rmanent posit ions) areYoung teache rs (often w ith no pe rmanent posit ions) are

more a vailable to innovat ionmore a vailable to innovat ion

Updating courses are almost t he only way to ac hieveUpdating courses are a lmost the only w ay to ac hievete ac hers in service (bet te r if held in their school)te ac hers in service (bet te r if held in their school)

Strong schoolStrong schools ma nageme nt support is crucial in orders ma nageme nt support is crucial in order

to obta ining a large te achersto obtaining a large te achers involvementinvolvement


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For more info on some laboratories:For more info on some laboratories:

R. Benedet ti, E.R. Benedet ti, E. MariottiMariotti, V., V. MontalbanoMontalbano, A., A. PorriPorri,,

A c t i v e a n d c o o p e r a t i v e l e a r n in g p a t h s i n t h e A c t i v e a n d c o o p e r a t i v e l e a r n in g p a t h s i n t h e P i g e l l e t o P i g e l l e t o ssS umm e r S c h o o l o f P h y s ic s ,S um m e r S c h o o l o f P h y s ic s , Tw el f th In t e rnat iona l Symposium

Front iers of Fundam ent al Physic s (FFP12), Udine 21 -23

November 2011, arXiv:120 1.133 3v1 [arXiv:120 1.133 3v1 [physics.edphysics.ed--ph]ph]

S. Di Renzone, S. Fra t i , V . Monta lbano, Disc ip l inary knot s

and learning prob lems in w aves phys ics ,, Tw el f th In te rnat iona l

Symposium Front iers o f Fundament al Physics (FFP12), Udine21-23 Novem ber 2011, arXiv:1201.3008v1arXiv:1201.3008v1 [[ phys ics .edphys ics .ed--ph] , 2012ph], 2012

V . Monta lbano , Fos te ri ng Student En rol lment i n Basi c

Sc ienc es: the Case of Southern Tusc any, i n Pr oc e ed in gs of Th e

3rd In ternat iona l Mul t i -Conference on Complex i t y , In format ics

and Cybernet ic s: IMCIC 2012, ed. N. Cal laos et a l , 279 (2012 ]]

For more info on Na tional Plan PLS (inFor more info on Nat ional Plan PLS (in italianitalian))http://www.progettolaureescientifiche.eu/http://www.progettolaureescientifiche.eu/ nat ional linknat ional link

http://http://www.unisi.it/fisica/laureescient/index.htmwww.unisi.it/fisica/laureescient/index.htm SienaSiena s links link

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