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Department of Physical and Astronomical Sciences- University of Palermo, Italy
C. Cerroni, F. Spagnolo
Department of Mathematics and Applications - University of Palermo, Italy
GIREP Seminar
2003
Many new approaches to physics teaching presume a definition of science as a process of constructing predictive conceptual models: This definition unites both processes and product of science, and identifies model building as a superordinate process skill. As a consequence, the understanding of the nature of models and model building is an integral component of science literacy. It is therefore appropriate that teachers of physics have a sound knowledge of the origin and nature of these models their functions and the role they play in the development of the discipline.
A study has been conducted concerning the perceptions of physics models and their role in physics development as well as the conceptualisations of science and models held by two samples of prospective physics teachers. The study has been conducted in collaboration with others researchers of GIREP at the end of the first Girep_Seminar and the characteristics of the used questionnaire as well as the evaluation methods have been pointed out in collaboration.
Our presentation will concern the results obtained by the administration of the questionnaire at the University of Palermo. They will be correlated with information drawn by small groups interviews concerning the prospective teacher ideas about teaching, that is, the teaching strategies they think are most effective for helping students to learn physics.