In order to promote problem-based and active learning in the physics laboratory, we designed a flipped classroom focused on the Franck-Hertz experiment. The flipped classroom approach moves course content from the classroom to homework and uses class time for engaging activities and problem solving. This constructivist approach to teaching is an effective means of student-centred collaboration and it can promote active learning, enhance critical thinking and obtain the maximum use of student-faculty time together. We report preliminary results of the flipped classroom approach to a laboratory and how it worked in the context of a small group of students in a physics course.
Il ruolo chiave dell’educazione è affermato fin dall’antichità e noi indagheremo il ruolo della leadership nell’educazione dalle CdP (Comunità di Pratica) agli studenti, i leader di domani. Questo sarà fatto tramite l’esperienza diretta degli autori nell’azione educativa quotidiana, esperienze descritte attraverso le lenti della leadership e tramite il suo processo di sviluppo in classe, a scuola e nelle comunità di pratica locali e nazionali. Riflessioni e suggerimenti concluderanno il lavoro.
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