A teaching/learning path on the concept of mass and mass-energy relationship for upper secondary school

Abstract

A content-oriented research on the fundamental physics concept of mass and mass-energy relationship was carried out, according to the tenets of Design-based Research and adopting the Model of Educational Reconstruction. The classical and special-relativistic meanings of mass were reconstructed through a vertical approach, by exploiting a \uabhistorical line\ubb. This brought to design two teaching/learning paths, which were iteratively tested and revised by 14 formative intervention experiments in upper secondary school. Inquiry-based Learning, visualization, WTL strategy, RTEI (POE, PEC), \uabcollective reasoning\ubb by interactive/dialogic and interactive/authoritative discourse were used, together with innovative educational materials. Students\u2019 learning process was locally and globally studied by analysing conceptual change, learning pathways and reasoning profiles.\uc8 stata condotta una ricerca specifica sul concetto fisico fondamentale di massa e sulla relazione massa-energia, secondo i principi della Design-based Research e adottando il Model of Educational Reconstruction. I significati di massa in fisica classica e relativit\ue0 ristretta sono stati ricostruiti attraverso un approccio verticale, utilizzando una \uablinea storica\ubb. Ci\uf2 ha portato a progettare due percorsi di insegnamento/apprendimento, che sono stati testati e modificati iterativamente attraverso 14 sperimentazioni didattiche nella scuola secondaria superiore. Sono stati utilizzati Inquiry-based Learning, visualizzazione, strategia WTL, RTEI (POE, PEC), ragionamento collettivo tramite conversazioni interattivo/autoritarie e interattivo/dialogiche, assieme a materiali didattici innovativi (in particolare esperimenti mentali). Il processo di apprendimento degli studenti \ue8 stato studiato globalmente e localmente analizzando il cambio concettuale, i percorsi di apprendimento e i profili di ragionamento

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