Una prospettiva storico-filosofica sull'evoluzione del curricolo di fisica nella scuola: problemi e innovazioni pedagogiche

Negli ultimi vent’anni sono state proposte al livello internazionale alcune analisi dei problemi per le scienze nella scuola e diverse strategie per l’innovazione didattica. Molte ricerche hanno fatto riferimento a una nuova nozione di literacy scientifica, quale sapere fondamentale dell’educazione, indipendente dalle scelte professionali successive alla scuola. L’ipotesi di partenza di questa ricerca sostiene che alcune di queste analisi e l’idea di una nuova literacy scientifica di tipo non-vocazionale mostrino notevoli limiti quando rapportate al contesto italiano. Le specificità di quest’ultimo sono state affrontate, innanzitutto, da un punto di vista comparativo, discutendo alcuni documenti internazionali sull’insegnamento delle scienze. Questo confronto ha messo in luce la difficoltà di ottenere un insieme di evidenze chiare e definitive sui problemi dell’educazione scientifica discussi da questi documenti, in particolare per quanto riguarda i dati sulla crisi delle vocazioni scientifiche e sull’attitudine degli studenti verso le scienze. Le raccomandazioni educative e alcuni progetti curricolari internazionali trovano degli ostacoli decisivi nella scuola superiore italiana anche a causa di specificità istituzionali, come particolari principi di selezione e l’articolazione dei vari indirizzi formativi. Il presente lavoro si è basato soprattutto su una ricostruzione storico-pedagogica del curricolo di fisica, attraverso l’analisi delle linee guida nazionali, dei programmi di studio e di alcuni rappresentativi manuali degli ultimi decenni. Questo esame del curricolo “programmato” ha messo in luce, primo, il carattere accademico della fisica liceale e la sua debole rielaborazione culturale e didattica, secondo, l’impatto di temi e problemi internazionali sui materiali didattici. Tale impatto ha prodotto dei cambiamenti sul piano delle finalità educative e degli strumenti di apprendimento incorporati nei manuali. Nonostante l’evoluzione di queste caratteristiche del curricolo, tuttavia, l’analisi delle conoscenze storico-filosofiche utilizzate dai manuali ha messo in luce la scarsa contestualizzazione culturale della fisica quale uno degli ostacoli principali per l’insegnamento di una scienza più rilevante e formativa.

Age determination with strontium isotopes on sediment core CRP-1 from the Ross Sea, Antarctica

Strontium isotope stratigraphy was used to date five discrete horizons within CRP-1. Early and late Quaternary (0.87-1.3 Ma and 0-0.67 Ma respectively) age sediments overlie a major sequence boundary at 43.15 meters below sea floor (mbsf). This hiatus is estimated to account for ~16 m.y. of missing section. Early Miocene (16.6-~20.8-25 Ma) age deposits below this boundary are in turn cut by multiple erosion surface representing hiatus is of between 0.2 and 1.2 m.y. Estimated minimum sedimentation rates range between 0.9 and 2.8 cm/k.y. in the Quaternary, and 1.5 and 6.4 cm/ky in the lower Miocene.

The California current predator diet database: synthesis of common forage species

Characterization of the diets of upper-trophic predators is a key ingredient in management including the development of ecosystem-based fishery management plans, conservation efforts for top predators, and ecological and economic modeling of predator prey interactions. The California Current Predator Diet Database (CCPDD) synthesizes data from published records of predator food habits over the past century. The database includes diet information for 100+ upper-trophic level predator species, based on over 200 published citations from the California Current region of the Pacific Ocean, ranging from Baja, Mexico to Vancouver Island, Canada. We include diet data for all predators that consume forage species: seabirds, cetaceans, pinnipeds, bony and cartilaginous fishes, and a predatory invertebrate; data represent seven discrete geographic regions within the CCS (Canada, WA, OR, CA-n, CA-c, CA-s, Mexico). The database is organized around predator-prey links that represent an occurrence of a predator eating a prey or group of prey items. Here we present synthesized data for the occurrence of 32 forage species (see Table 2 in the affiliated paper) in the diet of pelagic predators (currently submitted to Ecological Informatics). Future versions of the shared-data will include diet information for all prey items consumed, not just the forage species of interest.

Radiocarbon age, and sedimentation and accumulation rate of core JM05-G001 obtained during Jan Mayen cruise JM050704 to the Barents Sea

Instrumental monitoring of the climate at high northern latitudes has documented the ongoing warming of the last few decades. Climate modelling has also demonstrated that the global warming signal will be amplified in the polar region. Such temperature increases would have important implications on the ecosystem and biota of the Barents Sea. This study therefore aims to reconstruct the climatic changes of the Barents Sea based on benthic foraminifera over approximately the last 1400 years at the decadal to sub-decadal scale. Oxygen and carbon isotope analysis and benthic foraminiferal species counts indicate an overall warming trend of approximately 2.6°C through the 1400-year record. In addition, the well-documented cooling period equating to the 'Little Ice Age' is evident between c. 1650 and 1850. Most notably, a series of highly fluctuating temperatures are observed over the last century. An increase of 1.5°C is shown across this period. Thus for the first time we are able to demonstrate that the recent Arctic warming is also reflected in the oceanic micro-fauna.

Potential theory

In this chapter we will introduce the reader to the techniques of the Boundary Element Method applied to simple Laplacian problems. Most classical applications refer to electrostatic and magnetic fields, but the Laplacian operator also governs problems such as Saint-Venant torsion, irrotational flow, fluid flow through porous media and the added fluid mass in fluidstructure interaction problems. This short list, to which it would be possible to add many other physical problems governed by the same equation, is an indication of the importance of the numerical treatment of the Laplacian operator. Potential theory has pioneered the use of BEM since the papers of Jaswon and Hess. An interesting introduction to the topic is given by Cruse. In the last five years a renaissance of integral methods has been detected. This can be followed in the books by Jaswon and Symm and by Brebbia or Brebbia and Walker.In this chapter we shall maintain an elementary level and follow a classical scheme in order to make the content accessible to the reader who has just started to study the technique. The whole emphasis has been put on the socalled "direct" method because it is the one which appears to offer more advantages. In this section we recall the classical concepts of potential theory and establish the basic equations of the method. Later on we discuss the discretization philosophy, the implementation of different kinds of elements and the advantages of substructuring which is unavoidable when dealing with heterogeneous materials.

Geochemistry and grain-size of sediment core PC29A, Quitralco Fjord, Chilean Patagonia

The climate of Chilean Patagonia is strongly influenced by the southern westerlies, which control the amount and latitudinal distribution of precipitation in the southern Andes. In austral summer, the Southern Westerly Wind Belt (SWWB) is restricted to the high latitudes. It expands northward in winter, which results in a strong precipitation seasonality between 35 and 45°S. Here, we present a new precipitation seasonality proxy record from Quitralco fjord (46°S), where relatively small latitudinal shifts in the SWWB result in large changes in precipitation seasonality. Our 1400 yr record is based on sedimentological and geochemical data obtained on a sediment core collected in front of a small river that drains the Patagonian Andes, which makes this site particularly sensitive to changes in river discharge. Our results show Fe/Al and Ti/Al values that are low between 600 and 1200 CE, increasing at 1200-1500 CE, and high between 1500 and 1950 CE. The increasing Fe/Al and Ti/Al values reflect a decrease in mean sediment grain-size from 30 to 20 µm, which is interpreted as a decrease in seasonal floods resulting from an equatorward shift of the SWWB. Our results suggest that, compared to present-day conditions, the SWWB was located in a more poleward position before 1200 CE. It gradually shifted towards the equator in 1200-1500 CE, where it remained in a sustained position until 1950 CE. The comparison of our record with published regional sea surface temperature (SST) reconstructions for the late Holocene shows that equatorward shifts in the SWWB are systematically coeval with decreasing SSTs and vice versa, which resembles fluctuations over glacial-interglacial timescales. We argue that the synchronicity between SST and SWWB changes during the last 1400 years represents the response of the SWWB to temperature changes in the Southern Hemisphere.

Synthesis dataset of physical and ecosystem properties from pan-arctic wetland sites using peat core analysis

Permafrost dynamics play an important role in high-latitude peatland carbon balance and are key to understanding the future response of soil carbon stocks. Permafrost aggradation can control the magnitude of the carbon feedback in peatlands through effects on peat properties. We compiled peatland plant macrofossil records for the northern permafrost zone (515 cores from 280 sites) and classified samples by vegetation type and environmental class (fen, bog, tundra and boreal permafrost, thawed permafrost). We examined differences in peat properties (bulk density, carbon (C), nitrogen (N) and organic matter content, C/N ratio) and C accumulation rates among vegetation types and environmental classes.

Strategic human resource management:building research-based practice

Strategic Human Resource Management: Building Research-Based Practice is a challenging and engaging student-focussed text written by a team of world-class researchers and experienced HRM tutors at Aston University. It is ideal for students taking a HRM or Strategic HRM module at postgraduate and upper-undergraduate level. Structured around contemporary and emerging issues this critical text is designed to encourage students to think analytically about Strategic HRM and builds real-world practice on the basis of solid research evidence. With a unique and thought-provoking range of contents that explores the links between Strategic HRM, Strategic Management and Organisational Behaviour, this text connects theory, research evidence and real-world practice. It also provides examples and case studies covering a variety of organisations, cultures and contexts, with access to the latest in leading-edge thinking. The text also includes integrated consideration of Strategic HRM in an international context, including coverage of emerging markets such as China and India.

Researching primary engineering education:a UK perspective, an exploratory study

This paper draws attention to the findings of an exploratory study that critically identified and analysed relevant perceptions of elementary level engineering education within the UK. Utilising an approach based upon grounded theory methodology, 30 participants including teachers, representatives of government bodies and non-profit providers of primary level engineering initiatives were interviewed. Three main concepts were identified during the analysis of findings, each relevant to primary engineering education. These were pedagogic issues, exposure to engineering within the curriculum and children's interest. The paper concludes that the opportunity to make a real difference to children's education by stimulating their engineering imagination suggests this subject area is of particular value.

Forging futures? Engineering in the primary school curriculum

Starting with the research question, "How can the Primary School Curriculum be developed so as to spark Children's Engineering Imaginations from an early age?" this paper sets out to critically analyse the issues around embedding Engineering in the Primary School Curriculum from the age of 5 years. Findings from an exploratory research project suggest that in order to promote the concept of Engineering Education to potential university students (and in doing so begin to address issues around recruitment / retention within Engineering) there is a real need to excite and engage children with the subject from a young age. Indeed, it may be argued that within today's digital society, the need to encourage children to engage with Engineering is vital to the future sustainable development of our society. Whilst UK Government policy documents highlight the value of embedding Engineering into the school curriculum there is little or no evidence to suggest that Engineering has been successfully embedded into the elementary level school curriculum. Building on the emergent findings of the first stage of a longitudinal study, this paper concludes by arguing that Engineering could be embedded into the curriculum through innovative pedagogical approaches which contextualise project-based learning experiences within more traditional subjects including science, history, geography, literacy and numeracy.

Mechanisms of a change in the refractive index of an intensely pumped Yb:YAG crystal

Mechanisms of a change in the refractive index appearing in an intensely diode-pumped Yb:YAG-laser disk element are studied with the help of polarisation interferometry and dynamic grating testing. It is found that changes in the electronic component of the refractive index arising upon changing the populations of electronic levels of Yb ions (the ground F state and the upper F level of the laser transition) and caused by the difference in the polarisability of these levels are an order of magnitude greater than thermal changes in the refractive index. It is shown that the difference Δp in the polarisability at the probe wavelength of 633 nm is 1.9 × 10 cm and at the laser transition wavelength of 1029 nm is 1.6 × 10 cm. ©2006 Kvantovaya Elektronika and Turpion Ltd.

Teachers' perceptions of the usefulness of Individual Education Plans (IEP)

Since 1997 federal special education policy mandated that all classroom teachers take part in planning and implementation of Individualized Education Plans (IEP) for students with disabilities. This legislation has given teachers new responsibilities because it requires greater participation in the IEP process. The purpose of this study was to examine teachers' perceptions of the usefulness of Individualized Education Plans (IEP). ^ Eighty seven certified Miami-Dade County Public School teachers, 60 general education teachers and 27 special education teachers were surveyed using an updated version of Rheams' (1989) The Teacher Perceptions of the Usefulness of IEPs. Subjects completed a survey form containing a demographic cover page, 18 Likert-scale statements and 3 open ended questions. This study looked at differences in perceptions by teacher group affiliation (general and special), grade level taught (elementary and secondary), and years of experience (<=5 and >5 years). The dependent variables were teacher preparedness; feasibility of IEP implementation; relevancy of IP to classroom instruction; and legal, professional and personal accountability with regard to the IEP. ^ Results of the Multivariate Analysis of Variance (MANOVA) revealed that (a) special education teachers held a more positive perception of overall IEP usefulness than general education teachers, (b) special educators held more positive perceptions concerning issues of feasibility and preparedness, (c) elementary level teachers viewed the IEP more positively than secondary level teachers, specifically in the areas of preparedness and feasibility. ^ Findings of this study indicate that general and secondary educators have not embraced the legislation and incorporated it into their planning and instruction. These findings provide policymakers, institutions of higher education, and school administrators with insight as to how to better translate policy into classroom instructional practice. Consideration should be given to implementing (a) honest communication and shared decision making with regard to IEP directed curriculum and instruction, (b) updated pre and in-service IEP development and implementation training, and (c) opportunities for collaboration and increased plan time, especially on the secondary level. ^