Applications of RFN (Reconceptualized Family resemblance approach to Nature of science) to high school physics teaching

Caramaschi, Martina (2020) Applications of RFN (Reconceptualized Family resemblance approach to Nature of science) to high school physics teaching. [Laurea magistrale], Università di Bologna, Corso di Studio in Physics [LM-DM270]
Documenti full-text disponibili:
[img] Documento PDF (Thesis)
Disponibile con Licenza: Salvo eventuali più ampie autorizzazioni dell'autore, la tesi può essere liberamente consultata e può essere effettuato il salvataggio e la stampa di una copia per fini strettamente personali di studio, di ricerca e di insegnamento, con espresso divieto di qualunque utilizzo direttamente o indirettamente commerciale. Ogni altro diritto sul materiale è riservato

Download (4MB)


This thesis project fits into the research’s area of science education called Nature of Science (NOS). The aims of the thesis are: to understand what “image of physics” emerges in high school teaching; to provide suggestions to recognise implicit or explicit limits and potentialities of the official curriculum to guide, in class, students to get acquainted with the authenticity of science and its societal relevance. The thesis contains two studies. Both of them have been carried out by using a well-known framework in science education: Reconceptualized Family research approach to Nature of science (RFN) by Erduran and Dagher (2014). The framework has been used in the first analysis to investigate the presence of NOS elements in physics guidelines adopted by the “Liceo Scientifico” high school in Italy. The study highlighted a significant presence of epistemic and cognitive aspects of science in the guidelines, in contrast to a scarce presence of social and institutional aspects of science. Through an Epistemic Network Analysis (ENA) on the connections between the NOS categories in the curriculum, a structural difference emerged between the general part of the guidelines, where the goals and values are mainly stressed, and the specific part, where the contents are described. In the latter, the main node of connections is “knowledge”, making the other NOS categories little valued. The second analysis uses RFN to investigate how a sample of five physics teachers implement, in their teaching, NOS elements related to epistemic and cognitive practices. The results highlight not only the room that teachers can find to teach NOS, independently of the official guidelines, but also the great relevance that these elements can have to boost understanding in the discipline, to authentically engage students with physics, and to develop cultural and emotional skills crucial for becoming a responsible and aware citizens.

Tipologia del documento
Tesi di laurea (Laurea magistrale)
Autore della tesi
Caramaschi, Martina
Relatore della tesi
Correlatore della tesi
Corso di studio
Ordinamento Cds
Parole chiave
RFN,physics teaching,physics curriculum analysis,Nature of Science,physics practices
Data di discussione della Tesi
23 Ottobre 2020

Altri metadati

Statistica sui download

Gestione del documento: Visualizza il documento