Articoli rivista
Didattica
Anno XXV - n.2 - aprile/giugno 1992 Le forze sono sorelle gemelle?
This article analyses notorious problems concerning Newlon’s third law against the historical background. A proposal is made to reformulate this law by substituting the term ‘interaction’ far ‘action’ and ‘reaction’. […]
Anno XLVII - n.2 - aprile/giugno 2014 Le idee a fondamento della teoria della relatività
While learning Relativity in high school requires the pupils to think in ways that are not supported by their common reasoning, the teachers usually think that its understanding requires removing everyday experience. The paper describes a discussion in wich the author, […]
Anno XXIII - n.3 - luglio/settembre 1990 Le proprietà termiche dei materiali. II – Schemi di conoscenza di studenti ed insegnanti
Schemes of common sense knowledge of Italian students and teachers were inferred from the answers to a paper-and-pencil test concerning real-life situations involving thermal phenomena. Concept maps drawn from the test show that the schemes are richer and less detached from the scientific framework than generally supposed. […]
Anno XXIII - n.1 - gennaio/marzo 1990 Le proprietà termiche della materia. I – Nozioni di senso comune di studenti ed insegnanti
Schemes of commonsense knowledge of Italian students and teachers have been inferred by analyzing the answer to a paper and pencil test whose items are centered about real life situations involving thermal phenomena. The analysis, performed by the use of concept maps, […]
Anno XXIII - n.1 - gennaio/marzo 1990 Le rappresentazioni degli studenti nell’insegnamento della fisica – un programma didattico (traduzione di A. Fichera)
In recent years work on students’ conceptions attracted the attention of people engaged in doing research on difficulties in learning physics. This paper shows that the origin of this kind of work can be traced back to a didactical programme starting many tears ago. […]
Anno XLIII - n.2 - aprile/giugno 2010 Magnetismo, effetto relativistico
Following a high-school teaching method we propose the subject-matters used in 1905 by A. Einstein to explain the relativistic effect of a magnetic field. Following the Lorentz-Einstein transforms in time and space, we show that what appears as an electric field in an inertial reference system can be seen in another relativistically equivalent system as a magnetic field. […]
Anno XXXI - n.2 - aprile/giugno 1998 Mappe concettuali come strumenti per accertare l’apprendimento in fisica
Quantitative measures of concept maps drawn by senior high-school students are shown to be useful in assessing the understanding of relationships between the concepts required for multistep problem solving. […]
Anno XXIX - n.4 - ottobre/dicembre 1996 Massa inerziale e gravitazionale: aspetti storici e didattici
In the study of Mechanics, both at secondary school and university levels, the conceptual distinction between inertial and gravitational mass is often hurriedly discussed with the aim of unifying the two quantities as soon as possible. Fundamental contributions to the clarification of the distinction between the two quantities and to increasing the accuracy of the experiments to check their proportionality were given by great physicists as Newton and Einstein, […]
Anno XXVII - n.1 - gennaio/marzo 1994 Migliorare l’insegnamento valutandone l’efficacia
The article is an introduction to Prof. Wilkinson’s paper which is published in this same issue. It discusses the writing of questionnaires to find out how students evaluate their classroom situations, and briefly compares the international and Italian researches in this field. […]