we describe in detail two of them: cross section and phenomenologic approach to
superconductivity.
10.2 The Research Approach in Building Modern Physics
Proposals
Our perspective for modern physics is in the framework of content research (Meheut
and Psillos 2004), oriented in building research-based proposals in a cultural perspective focusing on foundation of basic concepts as well as methods and applications in physics research, offering experience of what modern physics is in active
research. Vertical paths are identified as learning corridor (diSessa 2004; Meheut and
Psillos 2004; Michelini 2010) for individual learning trajectories and steps by steps
concept appropriation modalities (Fedele 2005; Bradamante 2006; Vercellati and
Michelini 2014).
The first step in our research approaches is to rethink the scientific contents as a
problematic issue for the educational reconstruction, according to the Model of
Educational Reconstruction (MER) (Duit et al. 2005). This task is integrated with
empirical (Erickson 1998) research on student reasoning and research-based Teaching/Learning (T/L) intervention modules to individuate approaches able to favorite
the building of scientific way of thinking on the spontaneous vision of students in
phenomena description and interpretation. Cicles of Design Based Research (DBR)
(Anderson and Shattuck 2012) intervention modules accompanied with action
research in a collaborative dialectic between school and university produce the
proposals for school activities, to contribute to classroom practice. The process
includes empirical data analysis of each intervention module (Erickson 1998),
which extension is growing with the path building. Data are collected in different
ways. The main instruments are tutorials characterized by stimuli questions posed to
promote attention in key questions; in particular students have to explain, interpret,
or suggest further exploration on specific case studies or situations. Test-in and testout on the way of interpret phenomena produce a global vision on the change in the
reasoning of students as a community and for what concern individual profiles. Of
course, it is often necessary to complete the data by means of semi-structured or
Rogersians’ interviews. In data analysis, attention is paid to identify strategic angles
and critical details (Viennot 1996) used by common knowledge to interpret phenomena (Michelini 2010) to study spontaneous reasoning paths, to find new
approaches to physics knowledge (Vosniadou 2013).
The foundation of basic concepts in the context of the different physics research
fields is the referent goal in selecting the contents. The cultural perspective in
offering experience of what modern physics is in active research orient the selection
of topics. We introduce the foundation of theoretical physics by means of Dirac
approach to quantum mechanics. We privilege the new Einstein relativistic dynamic
with respect to the Lorenz transformations. We focus on the foundation of new
theories as quantum mechanics and on the discussion of the change in basic concepts
104
M. Michelini
superconductivity.
10.2 The Research Approach in Building Modern Physics
Proposals
Our perspective for modern physics is in the framework of content research (Meheut
and Psillos 2004), oriented in building research-based proposals in a cultural perspective focusing on foundation of basic concepts as well as methods and applications in physics research, offering experience of what modern physics is in active
research. Vertical paths are identified as learning corridor (diSessa 2004; Meheut and
Psillos 2004; Michelini 2010) for individual learning trajectories and steps by steps
concept appropriation modalities (Fedele 2005; Bradamante 2006; Vercellati and
Michelini 2014).
The first step in our research approaches is to rethink the scientific contents as a
problematic issue for the educational reconstruction, according to the Model of
Educational Reconstruction (MER) (Duit et al. 2005). This task is integrated with
empirical (Erickson 1998) research on student reasoning and research-based Teaching/Learning (T/L) intervention modules to individuate approaches able to favorite
the building of scientific way of thinking on the spontaneous vision of students in
phenomena description and interpretation. Cicles of Design Based Research (DBR)
(Anderson and Shattuck 2012) intervention modules accompanied with action
research in a collaborative dialectic between school and university produce the
proposals for school activities, to contribute to classroom practice. The process
includes empirical data analysis of each intervention module (Erickson 1998),
which extension is growing with the path building. Data are collected in different
ways. The main instruments are tutorials characterized by stimuli questions posed to
promote attention in key questions; in particular students have to explain, interpret,
or suggest further exploration on specific case studies or situations. Test-in and testout on the way of interpret phenomena produce a global vision on the change in the
reasoning of students as a community and for what concern individual profiles. Of
course, it is often necessary to complete the data by means of semi-structured or
Rogersians’ interviews. In data analysis, attention is paid to identify strategic angles
and critical details (Viennot 1996) used by common knowledge to interpret phenomena (Michelini 2010) to study spontaneous reasoning paths, to find new
approaches to physics knowledge (Vosniadou 2013).
The foundation of basic concepts in the context of the different physics research
fields is the referent goal in selecting the contents. The cultural perspective in
offering experience of what modern physics is in active research orient the selection
of topics. We introduce the foundation of theoretical physics by means of Dirac
approach to quantum mechanics. We privilege the new Einstein relativistic dynamic
with respect to the Lorenz transformations. We focus on the foundation of new
theories as quantum mechanics and on the discussion of the change in basic concepts
104
M. Michelini