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SUMMARY:Investigating through worksheets the impact of short formative mod
 ules on prospective teachers' didactic projects about specific topics: qua
 litative analysis and data visualization.
DTSTART;VALUE=DATE-TIME:20230130T161500Z
DTEND;VALUE=DATE-TIME:20230130T163500Z
DTSTAMP;VALUE=DATE-TIME:20260417T175550Z
UID:indico-contribution-630@cern.ch
DESCRIPTION:Speakers: Francesca Monti (University of Verona)\nWe describe 
 how we approached a study on a group of 65 primary school prospective teac
 hers (PPTs) aimed at investigating through post-assessment questions\, wor
 ksheets and final interviews how they would project a learning path on the
  subject of "heat\, temperature and energy" after following a short didact
 ic module involving the use of infrared thermal cameras and temperature on
 line sensors(1).\nThe intervention was proposed inside the laboratory part
  of the Physics Education course of the combined bachelor and master degre
 e in Primary School education of the Italian University of Verona. The mod
 ule was organized into four phases. The first and third phases were develo
 ped as interactive experiment-based lectures following active learning str
 ategies to introduce the operational definition of temperature\, the conce
 pt of energy\, the use of the online sensors and the use of the thermal ca
 meras. In the second and fourth lab-work phases\, four experiments were au
 tonomously carried out by the PPTs divided into groups.\nData collection w
 as made at the end of the course. In the post-assessment questions\, PPTs 
 were asked to list the ways they know for measuring temperature. In the wo
 rksheets\, they were asked to plan a didactic project for their pupils abo
 ut thermal phenomena\, highlighting the addressed concepts and the corresp
 onding related activities. Final interviews were mainly focused on whether
  and how PPTs used or would use a thermal camera in their proposed activit
 ies and\, if so\, related to which concepts.\nThe investigation on how muc
 h the formative module and methodologies did help PPTs in understanding th
 e proposed concepts was made through the following research questions: 1) 
 Do PPTs cite (in the proposed post-assessment question) thermal cameras am
 ong the possible instruments for measuring temperature? 2) Which concepts 
 and corresponding activities do PPTs choose (in the worksheets) in constru
 cting their didactic project on thermal phenomena? 3) Do (from the workshe
 ets) or would (from the final interviews) PPTs propose the use of thermal 
 cameras in their activities and\, if so\, related to what concepts?\nData 
 analysis was performed following an iterative process of Qualitative Analy
 sis(2) by identifying directly from students’ answers a set of categorie
 s and refining them through successive re-readings of students’ reports.
  Attention was paid: a) on the instruments (online sensors and thermal cam
 eras) as cited in the post-assessment questions and as utilized in the act
 ivities proposed in their planned learning paths\; b) on the concepts addr
 essed by PPTs as related to the instruments utilized in the activities. Th
 e frequencies and percentages of the categorized answers were visualized a
 s bar charts.\nWe will present some examples of the answers given by stude
 nts and a description of the process that lead us to the final categorizat
 ion and interpretation of the obtained results.\n\n(1)Monti and Daffara (2
 021) Journal of Physics Conference Series 1929(1)012020\n(2)Miles\,Huberma
 n and Saldaña (2014) “Qualitative data analysis: a methods sourcebook 
 (Third Edition)”. Thousand Oaks\, California: Sage Publications\, Inc.\n
 \nhttps://indico.unina.it/event/60/contributions/630/
LOCATION:Complesso S. Marcellino e Festo G4
URL:https://indico.unina.it/event/60/contributions/630/
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