RNDr. Peter Demkanin, PhD.,
Department of Theoretical Physics and Didactics of Physics,
Faculty of Mathematics, Physics and Informatics, Comenius University.
Referee’s report on the dissertation
Applicant: Claudio Fazio, University of Palermo, Italy
Title of the dissertation:
Educational reconstruction of the physics content to be taught and pedagogical content
knowledge implementation by using information and communication technologies
This dissertation deals on building a Pedagogical Content Knowledge (PCK) in Physics
Trainee Teachers. In particular it deals on Teaching/Learning Sequences aimed to:
- development in TTs of general cognitive strategies to interpret real/ life phenomena and
built descriptive and interpretative models of them
- activation in TT of the knowledge transformation process needed to shift explanation
from university Physics courses to well organized compendium of competences
profitably usable in classroom pedagogical activities.
Topic of the dissertation is particularly topical problem, directly related to present endeavour
to radical change in science education , to shift to experimental character of physics as
subject of formal education. Highly contributive is the systematic focus of this dissertation on
the teacher training.
Partition of the work corresponds with rules of this type of work. The work consists of 186
pages divided to 7 chapters.
In the introduction (chapter 1) author presents the goals of the work, objectifies the demand
of research in selected issues. Clearly describes the five components of the Pedagogical
Content Knowledge for science teaching.
In the chapter 2 author describes contemporary trends in designing Teaching/Learning
Sequences and studying and validation of them.
The number of quotations of well known researchers, leading experts from various countries,
proves the great knowledge of topics relevant to presented work. Is very positive, that quoted
publications are contemporary, many of them from the last few years and reflects
contemporary trends of research.
The chapter 3 is devoted to methods for the empirical research. Used was mainly Case Study
and phenomenographic approach to data analysis. The empirical research, goals, selected
sample of TTs and the research itselves is described in chapter 5, following the chapter 4,
where are described some relevant previous research in the selected topic.
The author formulates 4 research questions (shortened):
- Are the nature and level of TTs initial physics knowledge adequate …?
-
Is the proposed learning environment able to stimulate modification in competencies
required ?
How the proposed learning environment modified the approach to modeling procedures
What kind of evidence showed the TT about their ability to transfer knowledge and
abilities to their pupils?
The research was realized on the topic Thermal Processes, the teaching/learning environment
supplied by the workshops was carefully planned and examined. The elaboration of the
educational reconstruction of the heat transfer processes can be seen in the appendix to
chapter 5.
The research findings are showed in the chapter 6. Data were mainly analysed using
phenomenographic approach. Data were collected from analysis of discussions, tests, open
answer tests, worksheets of students and logbooks of researchers. The student’s explanations
of thermal processes were divided into three cathegories: practical (everyday, naive)
explanantion, descriptive explanation and interpretative (explicatory) explanantion. The dta
clearly showed the shift ho higher level of explanation after the pilot course.
The chapter 7 – Summary sumaries the findings of author in the whole context of physics
teacher preparation and also more broadly in the context of secondary school physics.
The list of references consists of 20 pages and prove the broad and deep applicants
knowledge of the relevant field and complexity of approach. The majority of the publications
mentioned is from last decade of 20th century and from the 21th century. The bibliography can
serve as excellent source of really relevant outcomes usable in different educational systems.
The whole work is supplemented with citations of experts in the relevant fields and the
citations are well joined to the work.
Questions to author:
1. In your research quite lot of time seems to be devoted to thermal physics. Can you briefly
describe the rest of TT 2 years preparation in the view of physics content?
2. Chapter 5 is entitled “Educational reconstruction of chosen Physics content.” What
criteria do you propose for selecting the other physics content to TTs preparation?
3. In some countries are the physics teacher asked to teach integrated science as secondary
school subject. What do you suppose are the prospects of graduates of your course to shift
to teaching integrated science?
Considering the whole work presented after the successful dissertation defense I recommend
to award scientific-academic degree PhD.
Bratislava 15. January 2006
_______________________
RNDr. Peter Demkanin, PhD