worked together to offer qualified and innovative formative interventions in science
for kindergarten, primary and low secondary school teachers through a biennial
Master in Science Education.
23.2 The Master: Key Aspects Chosen for Professional
Development
An important characteristic of the model implemented in Udine University is the
interdisciplinary approach as a result of preliminary disciplinary exploration of
topics and problems with cultural and social relevance. School activity is prepared
by means of interdisciplinary workshops where teachers from three different scientific areas discussed with the participants of the Master of different culture, competence and professionalism.
The grafts on that interdisciplinary laboratories, of a planning activity for research
based, were the most significant and qualifying elements for professional development of participants and activate the master thesis processes. Relevant was the
choice in the Master organization to organized around the same topic some (3–4)
thesis of teachers of different school level to build a vertical path and to compare
parallel plan with different perspective. The multi-perspective of the resulting
planning produces a territory of educational path with different aspect for learning
trajectories of students.
Project work and a thesis were planned in interdisciplinary terms. This is really
important in particular for the primary school that is the privileged place where we
have the foundation of the transversal knowledge. Another relevant aspect is the
situated learning of teachers: each participant teacher implements micro-teaching
and intervention modules planned and monitored during the Master in research
perspective. During the whole Master activities were paid attention to two dimensions of teacher professional development: the analysis of learning processes on
micro-module teaching and curricular design in a vertical and transversal perspective. The matrix structure adopted for the design of the didactic work has allowed a
vertical profile design on the issues addressed; the contents have been deepened in
different fields for each subject, maintaining a common core (Fig. 23.1).
23.3 Theoretical Framework
The theoretical framework in which the training is framed is the Model of Educational Reconstruction MER (Duit 2006; Niedderer 2001) which integrates knowledge and content analysis (CK), pedagogical knowledge with the investigation of
students’ ideas (PK) and the ability to design learning environments for a teaching
professional (PCK) (Shulman 1986) on basic scientific education in which physics
has its own specific role in a transversal perspective.
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M. Michelini and E. Vidic
for kindergarten, primary and low secondary school teachers through a biennial
Master in Science Education.
23.2 The Master: Key Aspects Chosen for Professional
Development
An important characteristic of the model implemented in Udine University is the
interdisciplinary approach as a result of preliminary disciplinary exploration of
topics and problems with cultural and social relevance. School activity is prepared
by means of interdisciplinary workshops where teachers from three different scientific areas discussed with the participants of the Master of different culture, competence and professionalism.
The grafts on that interdisciplinary laboratories, of a planning activity for research
based, were the most significant and qualifying elements for professional development of participants and activate the master thesis processes. Relevant was the
choice in the Master organization to organized around the same topic some (3–4)
thesis of teachers of different school level to build a vertical path and to compare
parallel plan with different perspective. The multi-perspective of the resulting
planning produces a territory of educational path with different aspect for learning
trajectories of students.
Project work and a thesis were planned in interdisciplinary terms. This is really
important in particular for the primary school that is the privileged place where we
have the foundation of the transversal knowledge. Another relevant aspect is the
situated learning of teachers: each participant teacher implements micro-teaching
and intervention modules planned and monitored during the Master in research
perspective. During the whole Master activities were paid attention to two dimensions of teacher professional development: the analysis of learning processes on
micro-module teaching and curricular design in a vertical and transversal perspective. The matrix structure adopted for the design of the didactic work has allowed a
vertical profile design on the issues addressed; the contents have been deepened in
different fields for each subject, maintaining a common core (Fig. 23.1).
23.3 Theoretical Framework
The theoretical framework in which the training is framed is the Model of Educational Reconstruction MER (Duit 2006; Niedderer 2001) which integrates knowledge and content analysis (CK), pedagogical knowledge with the investigation of
students’ ideas (PK) and the ability to design learning environments for a teaching
professional (PCK) (Shulman 1986) on basic scientific education in which physics
has its own specific role in a transversal perspective.
284
M. Michelini and E. Vidic