Kirchhoff’s laws, Planck’s hypothesis, Wien’s law and Balmer’s formula emerge,
ordered with respect to their frequencies. Only in one case, formal aspects are
addressed using the classical atomic model, at the beginning of the proposal. In
structuring the proposals, the majority of the teachers deserve to Balmer’s formula
and Planck’s hypothesis the final positions. Very few teachers address Ritz’ combination principle, usually at the end, despite its utility in interpreting spectra.
Concerning the position of spectra in the rationale, their continuous or discrete
nature or their peculiarity in characterizing elements occupy the first positions only
in few proposals: teachers address the phenomenological exploration together with
the analysis of the formal aspects. The majority of the proposals addresses the role of
spectra in characterizing elements in the middle or at the end of their proposals. As
expected, the majority of teachers address the energy level model in the final part of
their proposals, as well as the interpretation of spectra as tracers of energetic
exchanges. The link between levels and lines is addressed by the majority of the
teachers, but the reverse and more difficult task to derive levels from a discrete
spectrum is addressed by few of them. Optical spectroscopy proposed as a bridge
between classical and modern physics deserves attention and insight, generally in the
final part of the proposals. Dispersion phenomena is immediately subsequent to the
analysis of the characteristics of the emitted light, followed by an exploration with
spectroscopes. Formal constructs are always addressed in the following, except
when an insight into the role of diffraction grating and slit is addressed, which is
not a common aspect.
Five teachers’ main approach to modern physics is based upon the analysis of the
crucial experiments leading to the revising of classical physics principles, in particular in the light of Planck and Einstein’s hypothesis and only in one case with the
analysis of the quantization of the energetic exchanges coming before these themes.
Bohr’s model follows a review of the different aspects of quantum physics, and only
in one case optical spectroscopy is used as a bridge for the analysis of the quantized
nature of light and the emission processes. Wave nature of matter and Heisenberg’s
principles are generally addressed subsequently. To be noticed that in one case the
rationale of the optical spectroscopy proposal is quoted: the coherence of a path thus
influences also teachers who wants to address more general issues. Elements are
embedded in the proposals without any justification in a more organic rationale and
the design appears to be an effort of treating, via story-telling approach, every
characterization of key aspects, crucial elements and typical cases of modern physics, with a coherence given mainly from the perspective of addressing every topic
rather than of an organic interpretation of the phenomena: rather than build an
organic frame for quantum theory, teachers adopt approaches in which fragmented
peculiar elements of the theory are shown to students. A need of supporting teachers
in insert the interpretative perspective on disciplinary plan emerges, in order to
overcome the narrative one for the identification of the relevant elements.
14 IDIFO6 MQ_P: A Course for In-Service Secondary School Teachers Education on. . . 185
ordered with respect to their frequencies. Only in one case, formal aspects are
addressed using the classical atomic model, at the beginning of the proposal. In
structuring the proposals, the majority of the teachers deserve to Balmer’s formula
and Planck’s hypothesis the final positions. Very few teachers address Ritz’ combination principle, usually at the end, despite its utility in interpreting spectra.
Concerning the position of spectra in the rationale, their continuous or discrete
nature or their peculiarity in characterizing elements occupy the first positions only
in few proposals: teachers address the phenomenological exploration together with
the analysis of the formal aspects. The majority of the proposals addresses the role of
spectra in characterizing elements in the middle or at the end of their proposals. As
expected, the majority of teachers address the energy level model in the final part of
their proposals, as well as the interpretation of spectra as tracers of energetic
exchanges. The link between levels and lines is addressed by the majority of the
teachers, but the reverse and more difficult task to derive levels from a discrete
spectrum is addressed by few of them. Optical spectroscopy proposed as a bridge
between classical and modern physics deserves attention and insight, generally in the
final part of the proposals. Dispersion phenomena is immediately subsequent to the
analysis of the characteristics of the emitted light, followed by an exploration with
spectroscopes. Formal constructs are always addressed in the following, except
when an insight into the role of diffraction grating and slit is addressed, which is
not a common aspect.
Five teachers’ main approach to modern physics is based upon the analysis of the
crucial experiments leading to the revising of classical physics principles, in particular in the light of Planck and Einstein’s hypothesis and only in one case with the
analysis of the quantization of the energetic exchanges coming before these themes.
Bohr’s model follows a review of the different aspects of quantum physics, and only
in one case optical spectroscopy is used as a bridge for the analysis of the quantized
nature of light and the emission processes. Wave nature of matter and Heisenberg’s
principles are generally addressed subsequently. To be noticed that in one case the
rationale of the optical spectroscopy proposal is quoted: the coherence of a path thus
influences also teachers who wants to address more general issues. Elements are
embedded in the proposals without any justification in a more organic rationale and
the design appears to be an effort of treating, via story-telling approach, every
characterization of key aspects, crucial elements and typical cases of modern physics, with a coherence given mainly from the perspective of addressing every topic
rather than of an organic interpretation of the phenomena: rather than build an
organic frame for quantum theory, teachers adopt approaches in which fragmented
peculiar elements of the theory are shown to students. A need of supporting teachers
in insert the interpretative perspective on disciplinary plan emerges, in order to
overcome the narrative one for the identification of the relevant elements.
14 IDIFO6 MQ_P: A Course for In-Service Secondary School Teachers Education on. . . 185