The article describes the analysis of the Italian physics curriculum documents in terms of the coverage of nature of science (NOS). NOS is not explicitly presented as part of the Italian high-school physics curriculum. The article focuses on analysing the implicit aspects of the curriculum documents. The Family Resemblance Approach (FRA) to NOS…

Pursuing both disciplinary authenticity and personal relevance in the teaching and learning of science in school generates tensions that should be acknowledged and resolved. This paper problematizes and explores the conceptualizations of these tensions by considering personal relevance, disciplinary authenticity, and common school science as three…

In this study, a progressive-learning approach to physics, based on knowledge-building pedagogy, was compared to a content-centered approach in which explanations, experiments, and discussions are centered on the transmission of knowledge. Forty-six students attending the first year of high school participated in this study over a whole school…

In this paper, we present the results of an experimental sequence of classroom activities on geometric transformations, proposed to high-school students. The activity is based on the use of a dynamic geometry system. Planned by a group of four people, two university professors and two research teachers, the activity has been elaborated together…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]