Developing Scientific Practices in Secondary School: a Proposal for a New Curriculum

This thesis presents a revised physics curriculum for Italian technical institutes, designed to integrate the teaching of disciplinary content with the development of scientific practices, key elements of physics education. The new two-year curriculum is designed to adhere to the National Guidelines and fit into the current structure of the technical school physics curriculum, while innovating it by centering it on inquiry-based laboratory activities. Its goal is not only to convey physics concepts, but also to foster essential scientific skills such as formulating questions, developing models, conducting investigations, analysing data, and communicating findings. These skills align with the eight scientific practices outlined in the Framework for K-12 Science Education. The study is guided by the following research questions: (1) To what extent a curriculum aimed at developing scientific practices, constructed with TLS including laboratory experiences based on inquiry, can enhance the learning of scientific practices among 9th-10th grade students? (2) To what extent can 9th-10th grade students develop each of the scientific practices? The curriculum integrates the use of digital technologies and uses evaluation rubrics to assess students’ mastery of scientific practices. A systematic review was conducted to examine how the use of technologies can support the development of scientific practices. Following this, rubrics were developed to evaluate these practices. Finally, a pilot study assessed the feasibility of implementing a Teaching-Learning Sequence (TLS) to incorporate scientific practices as learning objectives. These steps led to the creation of the final two-year curriculum, which includes TLSs on topics such as motion, waves, and circuits. The project was conducted with an action-research stance, with the author serving as both a teacher and a researcher. Research-based frameworks such as the ISLE approach and the DBR methodology were used in the development of the TLSs. The TLSs composing the curriculum were implemented in the classroom and revised through an iterative process. Data about students’ developing scientific abilities were collected for each TLS using the corresponding assessment rubrics. Students’ progression in each scientific practice was monitored over time by tracking the development of the associated abilities. This study focusses on the advancement of the four practices (on a total of eight) most under- represented in secondary school curricula. Although the curriculum effectively supports the learning of these practices, some were more challenging to master than others. The study also discusses the limitations of the research and its implications for future physics education. This works offers both a product (a complete two-year curriculum designed for enhancing both content and practice) and a process for supporting the longitudinal development of scientific practices. Innovative laboratory technologies were incorporated in these activities when they contributed to achieving the learning goals. A reflection on the role of these technologies in enhancing learning is also provided, addressing an emerging gap in the literature. The design of inquiry-based TLSs incorporating learning goals related to both content and practices is another contribution of this work to the body of research on secondary school physics education.