From led light signboards to the Planck’s constant

Dominique Persano Adorno, Antonio Tornabene, Francesca Santonocito, Francesca Angela Santonocito

Risultato della ricerca: Conference article

Abstract

Recent studies have highlighted an alarming decline in young people’s interest towards the study of scientificsubjects, often considered interesting but not easily understood and appreciated by students. In particular, theintroduction of Modern Physics (MP) key-topics at secondary school level is a difficult and complex taskbecause MP involves abstract ideas and requires a strong mathematical background.In this communication we present and discuss the results of an inquiry-based teaching/learning path aimed atsurmounting the difficulties of an exclusively theoretical approach to the introduction of MP topics. Inparticular, we planned and realized an inquiry-driven learning environment where about 20 students, froma second-year class of a vocational school, were involved in the discovery of the Planck’s constant and broughtcloser to MP. The work, carried out as a cross-disciplinary module, has involved Physics and TechnologicalLaboratory. The task given to the students was the design of an illuminated sign, efficient from the energeticpoint of view, flexible and attractive. Through a ‘guided inquiry’, the students evaluated the different solutions,developed their critical thinking and decided to implement them with LED diodes. Planck’s constant has beendetermined by two methods of analysis of the experimental data and satisfactory values have been obtained.Our results suggest that an inquiry-based teaching/learning path, can constitute a successfully teachingapproach to effectively engage students into an active learning of the MP. The described learning activityprovided students with opportunities to develop a large range of complementary skills such as working ingroups, synthesis, interpretation and evaluation of the experimental data, experience of open-ended problemssolving and other cross-disciplinary abilities.
Lingua originaleEnglish
pagine (da-a)1-10
Numero di pagine10
RivistaJOURNAL OF PHYSICS. CONFERENCE SERIES
Volume1076
Stato di pubblicazionePublished - 2018

Fingerprint

Plancks constant
students
learning
physics
education
light emitting diodes
modules
communication
evaluation

All Science Journal Classification (ASJC) codes

  • Physics and Astronomy(all)

Cita questo

Persano Adorno, D., Tornabene, A., Santonocito, F., & Santonocito, F. A. (2018). From led light signboards to the Planck’s constant. JOURNAL OF PHYSICS. CONFERENCE SERIES, 1076, 1-10.

From led light signboards to the Planck’s constant. / Persano Adorno, Dominique; Tornabene, Antonio; Santonocito, Francesca; Santonocito, Francesca Angela.

In: JOURNAL OF PHYSICS. CONFERENCE SERIES, Vol. 1076, 2018, pag. 1-10.

Risultato della ricerca: Conference article

Persano Adorno, D, Tornabene, A, Santonocito, F & Santonocito, FA 2018, 'From led light signboards to the Planck’s constant', JOURNAL OF PHYSICS. CONFERENCE SERIES, vol. 1076, pagg. 1-10.
Persano Adorno, Dominique ; Tornabene, Antonio ; Santonocito, Francesca ; Santonocito, Francesca Angela. / From led light signboards to the Planck’s constant. In: JOURNAL OF PHYSICS. CONFERENCE SERIES. 2018 ; Vol. 1076. pagg. 1-10.
@article{9608e20ff8f043149287ca58dd028c0e,
title = "From led light signboards to the Planck’s constant",
abstract = "Recent studies have highlighted an alarming decline in young people’s interest towards the study of scientificsubjects, often considered interesting but not easily understood and appreciated by students. In particular, theintroduction of Modern Physics (MP) key-topics at secondary school level is a difficult and complex taskbecause MP involves abstract ideas and requires a strong mathematical background.In this communication we present and discuss the results of an inquiry-based teaching/learning path aimed atsurmounting the difficulties of an exclusively theoretical approach to the introduction of MP topics. Inparticular, we planned and realized an inquiry-driven learning environment where about 20 students, froma second-year class of a vocational school, were involved in the discovery of the Planck’s constant and broughtcloser to MP. The work, carried out as a cross-disciplinary module, has involved Physics and TechnologicalLaboratory. The task given to the students was the design of an illuminated sign, efficient from the energeticpoint of view, flexible and attractive. Through a ‘guided inquiry’, the students evaluated the different solutions,developed their critical thinking and decided to implement them with LED diodes. Planck’s constant has beendetermined by two methods of analysis of the experimental data and satisfactory values have been obtained.Our results suggest that an inquiry-based teaching/learning path, can constitute a successfully teachingapproach to effectively engage students into an active learning of the MP. The described learning activityprovided students with opportunities to develop a large range of complementary skills such as working ingroups, synthesis, interpretation and evaluation of the experimental data, experience of open-ended problemssolving and other cross-disciplinary abilities.",
author = "{Persano Adorno}, Dominique and Antonio Tornabene and Francesca Santonocito and Santonocito, {Francesca Angela}",
year = "2018",
language = "English",
volume = "1076",
pages = "1--10",
journal = "JOURNAL OF PHYSICS. CONFERENCE SERIES",
issn = "1742-6596",

}

TY - JOUR

T1 - From led light signboards to the Planck’s constant

AU - Persano Adorno, Dominique

AU - Tornabene, Antonio

AU - Santonocito, Francesca

AU - Santonocito, Francesca Angela

PY - 2018

Y1 - 2018

N2 - Recent studies have highlighted an alarming decline in young people’s interest towards the study of scientificsubjects, often considered interesting but not easily understood and appreciated by students. In particular, theintroduction of Modern Physics (MP) key-topics at secondary school level is a difficult and complex taskbecause MP involves abstract ideas and requires a strong mathematical background.In this communication we present and discuss the results of an inquiry-based teaching/learning path aimed atsurmounting the difficulties of an exclusively theoretical approach to the introduction of MP topics. Inparticular, we planned and realized an inquiry-driven learning environment where about 20 students, froma second-year class of a vocational school, were involved in the discovery of the Planck’s constant and broughtcloser to MP. The work, carried out as a cross-disciplinary module, has involved Physics and TechnologicalLaboratory. The task given to the students was the design of an illuminated sign, efficient from the energeticpoint of view, flexible and attractive. Through a ‘guided inquiry’, the students evaluated the different solutions,developed their critical thinking and decided to implement them with LED diodes. Planck’s constant has beendetermined by two methods of analysis of the experimental data and satisfactory values have been obtained.Our results suggest that an inquiry-based teaching/learning path, can constitute a successfully teachingapproach to effectively engage students into an active learning of the MP. The described learning activityprovided students with opportunities to develop a large range of complementary skills such as working ingroups, synthesis, interpretation and evaluation of the experimental data, experience of open-ended problemssolving and other cross-disciplinary abilities.

AB - Recent studies have highlighted an alarming decline in young people’s interest towards the study of scientificsubjects, often considered interesting but not easily understood and appreciated by students. In particular, theintroduction of Modern Physics (MP) key-topics at secondary school level is a difficult and complex taskbecause MP involves abstract ideas and requires a strong mathematical background.In this communication we present and discuss the results of an inquiry-based teaching/learning path aimed atsurmounting the difficulties of an exclusively theoretical approach to the introduction of MP topics. Inparticular, we planned and realized an inquiry-driven learning environment where about 20 students, froma second-year class of a vocational school, were involved in the discovery of the Planck’s constant and broughtcloser to MP. The work, carried out as a cross-disciplinary module, has involved Physics and TechnologicalLaboratory. The task given to the students was the design of an illuminated sign, efficient from the energeticpoint of view, flexible and attractive. Through a ‘guided inquiry’, the students evaluated the different solutions,developed their critical thinking and decided to implement them with LED diodes. Planck’s constant has beendetermined by two methods of analysis of the experimental data and satisfactory values have been obtained.Our results suggest that an inquiry-based teaching/learning path, can constitute a successfully teachingapproach to effectively engage students into an active learning of the MP. The described learning activityprovided students with opportunities to develop a large range of complementary skills such as working ingroups, synthesis, interpretation and evaluation of the experimental data, experience of open-ended problemssolving and other cross-disciplinary abilities.

UR - http://hdl.handle.net/10447/291235

M3 - Conference article

VL - 1076

SP - 1

EP - 10

JO - JOURNAL OF PHYSICS. CONFERENCE SERIES

JF - JOURNAL OF PHYSICS. CONFERENCE SERIES

SN - 1742-6596

ER -