teachers attended all the phases, and among them, eight teachers conducted an
experimentation in their classes on the designed education proposals.
14.4 Educational Materials
In order to monitor teachers’ project, two rubrics were used. Those rubrics, widely
used in teacher education, allow a synthetic and reliable analysis of the projects in
order to compare the different types of rationale used:
• S1 (Sheet 1): fundamental/pivotal concepts of the proposals and expected learning difficulties:
• S2 (Sheet 2): key questions according to a direction in developing the addressed
topics and relative conceptual map, rationale, and structure of the proposal.
Educational material provided to teachers was a collection of research-based
problem solving exercises on optical spectroscopy, in particular concerning the
way in which is possible to infer the energy level model from an experimental
spectra and vice versa.
14.5 Data Analysis
Teachers’ production consisted in two kind of educational projects: 8/13 specific on
optical spectroscopy and 5/13 general on modern physics.
The structure of the proposals on optical spectroscopy was conducted first
qualitatively, identifying the contents, organized subsequently according to
Table 14.1 and then qualitatively, and coding each project according to the structure
of the addressed contents. A graph allows to see the whole structure of each proposal
(Fig. 14.1). Other graphs are thus constructed in a way in which it is possible to
identify, for each content, the number of teachers that included that topic in the
proposal and the position of that topic in the proposal (Fig. 14.2). Representation
regards the number and the position of the addressed contents, but does not provide
any information concerning duration and importance given to each content.
Five teachers who did not specifically address optical spectroscopy designed a
more general proposal to modern physics topics, addressing contents categorized in
Table 14.2 divided in the categories “crucial experiments,” “key aspects of quantum
physics,” “interpretative hypothesis,” “properties of a massless particle,” “electromagnetic waves and spectra,” and “case studies.” Since no organic path emerged
from the educational proposals on modern physics, the analysis was conducted
qualitatively accounting only for the frequencies of the included contents. The
more frequently included crucial experiments (Fig. 14.3a) are the photoelectric
effect, specifically addressed in the MQ_P course, the Compton effect and the
black body spectrum. The Frank-Hertz experiment, despite its importance, is
14 IDIFO6 MQ_P: A Course for In-Service Secondary School Teachers Education on. . . 179
experimentation in their classes on the designed education proposals.
14.4 Educational Materials
In order to monitor teachers’ project, two rubrics were used. Those rubrics, widely
used in teacher education, allow a synthetic and reliable analysis of the projects in
order to compare the different types of rationale used:
• S1 (Sheet 1): fundamental/pivotal concepts of the proposals and expected learning difficulties:
• S2 (Sheet 2): key questions according to a direction in developing the addressed
topics and relative conceptual map, rationale, and structure of the proposal.
Educational material provided to teachers was a collection of research-based
problem solving exercises on optical spectroscopy, in particular concerning the
way in which is possible to infer the energy level model from an experimental
spectra and vice versa.
14.5 Data Analysis
Teachers’ production consisted in two kind of educational projects: 8/13 specific on
optical spectroscopy and 5/13 general on modern physics.
The structure of the proposals on optical spectroscopy was conducted first
qualitatively, identifying the contents, organized subsequently according to
Table 14.1 and then qualitatively, and coding each project according to the structure
of the addressed contents. A graph allows to see the whole structure of each proposal
(Fig. 14.1). Other graphs are thus constructed in a way in which it is possible to
identify, for each content, the number of teachers that included that topic in the
proposal and the position of that topic in the proposal (Fig. 14.2). Representation
regards the number and the position of the addressed contents, but does not provide
any information concerning duration and importance given to each content.
Five teachers who did not specifically address optical spectroscopy designed a
more general proposal to modern physics topics, addressing contents categorized in
Table 14.2 divided in the categories “crucial experiments,” “key aspects of quantum
physics,” “interpretative hypothesis,” “properties of a massless particle,” “electromagnetic waves and spectra,” and “case studies.” Since no organic path emerged
from the educational proposals on modern physics, the analysis was conducted
qualitatively accounting only for the frequencies of the included contents. The
more frequently included crucial experiments (Fig. 14.3a) are the photoelectric
effect, specifically addressed in the MQ_P course, the Compton effect and the
black body spectrum. The Frank-Hertz experiment, despite its importance, is
14 IDIFO6 MQ_P: A Course for In-Service Secondary School Teachers Education on. . . 179