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.
|Numero di pagine||10|
|Rivista||JOURNAL OF PHYSICS. CONFERENCE SERIES|
|Stato di pubblicazione||Published - 2018|
All Science Journal Classification (ASJC) codes
- Physics and Astronomy(all)