Rosa Maria Mineo

Investigating Teacher Pedagogical Content Knowledge of Scientific Inquiry

This paper analyses the scientific inquiry in the context of modelling physical systems and point out some related teaching/learning strategies. Two relevant points are also discussed: (i) the different representations of scientific inquiry held by a sample of secondary school physics teachers and their competencies in conducting investigations aimed at solving scientific problems; (ii) what kind of supports can be supplied to teachers in order to modify their misconceptions about scientific inquiry and develop adequate competences related to Pedagogical Content Knowledge of Scientific Inquiry. The topic will be analysed in the light of some preliminary results of a course for in-service physics teacher education held at University of Palermo in the framework of Establish, an FP7 EU Project.

Energy Exchange by Thermal Radiation: Hints and Suggestions for an Inquiry Based Lab Approach

In this paper we present some laboratory activities developed in the framework of an inquiry-based approach to the study of energy exchange by thermal radiation. These activities were developed in the context of “Establish”, a FP7 European Project aimed at promoting and developing Inquiry Based Science Education in European Secondary Schools. By starting from real life students are engaged in designing and carrying out laboratory activities by collecting, processing and analysing data. Particular attention is paid in building data interpretation by taking into account the effects of parameters like the environmental temperature.