OVERVIEW

Aim of the course is the training of future primary and nursery school teachers on physics, in particular, dealing with some topics presents in the school books. A phenomenological  and experimental  approach to the physics will be suggested based on the observation of the sorrounding phenomena followed by a description of what observed with a simple but correct language. An analysis of the text-books  will be made.

AIMS AND CONTENT

LEARNING OUTCOMES

Future teachers will face the problems posed by young people's scientific learning. The topics of scientific education as a tool for the interpretation of reality will be studied along with the role of physics for the construction of interpretative models. In the course, the problems of measurements of lengths, space, time, movement, forces, interaction between objects and energy will be addressed. Lab experiments and class demonstrations will be an important part of the course to exemplify the various topics and for an active participation of students for the preparation of didactical units.

AIMS AND LEARNING OUTCOMES

Children’s scientific learning requires the use of appropriate educational tools and teaching strategies. In particular, it is important to stimulate the natural curiosity that arises when children observe the world around them. For this reason, it is essential to establish a connection with reality as a starting point for introducing the foundations of scientific education through which reality itself can be interpreted. One of the objectives will therefore be to understand the role of observation.

Subsequently, the role of physics in the construction of interpretative models capable of simplifying the complexity of phenomena will be introduced, addressing problems related to the measurement of physical quantities, beginning with length, spatial position, time, motion, and forces. The objective is therefore the preparation of demonstrative activities whose role is fundamental in making students active participants and in overcoming mere passive observation. In this context, laboratory activities will play an essential role.

Attendance and active participation in the proposed educational activities (lectures and practical classroom demonstrations) will enable students to:

• acquire scientific concepts related to physics topics that can be used in primary and preschool education;
• observe and describe natural phenomena using appropriate language, overcoming interpretative errors and misconceptions common in everyday thinking;
• acquire the ability to approach physics topics practically, going beyond rote learning and the exclusive use of numerical approaches, and applying the experimental method;
• learn how to carry out simple experiments to be included in educational activities in which children can actively participate and learn through hands-on experience;
• design educational pathways on physics topics based on activities and simple experiments for children in primary and preschool education while working in a group.

TEACHING METHODS

The course generally consists of lectures. Attendance is compulsory according to the regulations of the degree programme.

The physics topics included in the course syllabus will be introduced through reference to phenomena, actions, and objects from everyday life. A simple yet accurate explanation of the observed phenomena will be provided, illustrating the physical models and principles on which they are based. Mathematical formalisation will be reduced to the minimum strictly necessary.

Some topics will be accompanied by classroom demonstrations in order to make the experimental approach to the subject more evident. In addition, several experiments suitable for introducing the corresponding topics in primary and preschool education will be suggested and described in detail.

Great importance will be given to the observation and description of phenomena, also as a way to stimulate children’s curiosity. In general, emphasis will be placed on the role of experimentation, which is the foundation of physics as a discipline.

Students with certified Specific Learning Disorders (SLD), disabilities, or other special educational needs are encouraged to contact the lecturer and the inclusion coordinator of the relevant teaching area at the beginning of the course in order to agree on suitable teaching and examination arrangements that, while respecting the course objectives, take into account individual learning needs and provide appropriate compensatory tools.

Please also check the additional information provided in the examination section.

SYLLABUS/CONTENT

The course programme includes the presentation and discussion of the following topics:

• Experimental method, physical quantities, and units of measurement;
• Measurement of length;
• The concepts of mass and weight, density;
• Interactions between objects and the general definition of force;
• Weight force, reaction forces, equilibrium, moments of forces, rotation of objects, and levers;
• Properties of fluids, pressure in fluids at equilibrium and Pascal’s principle, Archimedes’ principle and its applications;
• The concept of energy and some of its forms; thermology; phase transitions; the water cycle; environmental considerations;
• Waves and vibrations, sound;
• Light and optical phenomena: chromatic properties of light emitted by a source (colour spectrum); colour perception (additive synthesis); mixing of coloured substances (subtractive synthesis); colour of objects depending on the illuminating source;
• Reflection and refraction of light, image formation, and the properties of lenses and mirrors;
• Celestial mechanics and properties of the Solar System.

For each topic, suggestions for classroom activities with children will be provided to support the preparation of educational pathways.

RECOMMENDED READING/BIBLIOGRAPHY

Reference textbook:

Matteo Leone, Insegnare e apprendere fisica nella scuola dell'infanzia e primaria, Mondadori Università,

together with other texts that will be recommended during the course.

Lecture notes will also be provided for some topics.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

The lessons take place during the whole second semester of the academic year. Six hours of lessons are scheduled for each week.

Class schedule

DIDACTICS OF PHYSICS

EXAMS

EXAM DESCRIPTION

Examinations are scheduled during the summer session (June, July, and September) and the winter session (January and February).

The examination is oral and consists of the assessment of two components:

• a written educational project prepared in groups with other students on a physics topic, including activities and experiments suitable for children in primary and/or preschool education;
• questions on topics covered during the course.

Students are required to register online through the University student services portal and to submit by email a copy of the educational project no later than seven days before the oral examination.

ASSESSMENT METHODS

The examination is oral and consists of two parts.

In the first part, students will discuss the group project. The following aspects will be assessed:

• the organisation of the educational pathway to be carried out with children, with particular attention to the structure and timing of the different activities;
• feasibility with respect to the children’s age group;
• the presence of interdisciplinary elements;
• the bibliographical and web-based research work;
• the accuracy in describing the classroom experimentation activities.

In the second part, students will answer questions on topics covered in the course. The assessment will consider:

• understanding of the physical principles underlying the phenomena;
• clarity in the description of the phenomena;
• the ability to propose activities suitable for children;
• the correct use of scientific terminology.

FURTHER INFORMATION

For students with disabilities or Specific Learning Disorders (SLD).

Students with disabilities or SLD are reminded that, in order to request examination accommodations, they must first upload the relevant certification through the University online services portal in the “Students” section (servizionline.unige.it). The documentation will be reviewed by the University Office for Inclusion Services for Students with Disabilities and SLD (https://rubrica.unige.it/strutture/struttura/100111).

Subsequently, well in advance of the examination date (at least 10 days before), students must complete the appropriate online form:
https://modulionline.unige.it/richiesta-adattamenti#no-back

For further information regarding requests for services and accommodations, please consult:
https://unige.it/disabilita-dsa/richiesta-servizi .