LF Donà dalle Rose Università degli Studi di Padova, Italia Report Thematic Group 1 part 2 The Physicist in the European Knowledge Society “the Physics.

Presentazione sul tema: "LF Donà dalle Rose Università degli Studi di Padova, Italia Report Thematic Group 1 part 2 The Physicist in the European Knowledge Society “the Physics."— Transcript della presentazione:

1 LF Donà dalle Rose Università degli Studi di Padova, Italia Report Thematic Group 1 part 2 The Physicist in the European Knowledge Society “the Physics Tuning Brochure” (i.e. the Physics Tuning outcomes! )

2 TUNING MOTTO Tuning of educational structures and programmes on the basis of diversity and autonomy A project by and for universities THE TUNING PROJECT: universities respond to the Bologna challenge

3 3 PUNTI DI RIFERIMENTO EUROPEI Tuning Educational Structures in Europe Tuning II: 27 countries 135 HEIs 9 subject areas Tuning III: 33 countries 143 HEIs

4 Member institutions of the SAG Physics and their representatives Austria - Maria EBEL Technische Universität Wien Belgium - Hendrik FERDINANDE (Higher Education Expert) Universiteit Gent Denmark - Stig STEENSTRUP Københavns Universitet Finland - Jouni NISKANEN Helsingin Yliopisto France - Jean-Claude RIVOAL, Odile HAMON and Edouard KIERLIK Université Pierre et Marie Curie, Paris VI Germany - Peter U. SAUER Leibniz Universität Hannover Greece - Ev.G. VITORATOS Panepistimion Patron Ireland - Eamonn CUNNINGHAM Dublin City University Italy - Luigi F. DONÀ DALLE ROSE (Subject Area Coordinator) Università degli Studi di Padova Italy - Ennio GOZZI, Francesca MATTEUCCI Università degli Studi di Trieste The Netherlands - Hay GEURTS Radboud Universiteit Nijmegen Portugal - Maria Celeste DO CARMO Universidade de Aveiro

5 Member institutions of the SAG Physics and their representatives (ctd) Romania - Laura TUGULEA Universitatea din Bucureşti Spain - Fernando CORNET Universidad de Granada Sweden - Göran NYMAN Chalmers Tekniska Högskola Ukraine - Oleksandr SUK National Technical University Kharkiv Polytechnic Institute United Kingdom - W. Gareth JONES Imperial College London

6 The Physics Tuning Group story 2000 – 2007 PeriodTuning Phasemain activity 2000 – 2003 pilot phaseDevelopment of Tuning methodology LAUNCHTuning surveys (1° time) Identification of core knowledge and subject specific competences in physics curricula 2003 – 2004phase IISummary of Tuning outcomes (on the basis of a common template for 9 Subject Areas) Teaching/learning/assessment methodologies 2005 – 2006phase IIITuning methodology in the third cycle (doctoral studies) Dissemination and further development 2007 – 2008 phase IVpeer review : assessment and validation of Tuning outcomes

7 The Physics Tuning Group story 2000 – 2007 PeriodTuning Phasemain activity 2000 – 2003 pilot phaseDevelopment of Tuning methodology LAUNCHTuning surveys (1° time) Identification of core knowledge and subject specific competences in physics curricula → preliminary / preparatory papers 2003 – 2004phase IISummary of Tuning outcomes (on the basis of a common template for 9 Subject Areas) → the Physics Template Teaching/learning/assessment methodologies 2005 – 2006phase IIITuning methodology in the third cycle (doctoral studies) → paper on doctoral studies Dissemination and further development 2007 – 2008 phase IVpeer review : assessment and validation of Tuning outcomes → the draft PHYSICS BROCHURE Phase V ?? Tuning Sectoral Frameworks ?

8 Physics Validation Panel (March 2007) Prof. Norbert Kroó (Chair) Hungarian Academy of Sciences,Vice Pres., Prof. R. Eötvös &Technical Uni, Member of EURAB & ERC Prof. Stefan Antohe Universitatea din Bucuresti Head of the Ministry Physics National Committee Liviu Bilteanu International Association for Physics Students Prof. Paolo Blasi Università di Firenze Former Rector Università Firenze & Former Chair of the Italian Rectors’ Conference (CRUI) Prof. Antonio Fernández-Rañada Universidad Complutense Madrid President of the Spanish Royal Physical Society Prof. Dr. Hans Kaiser Vice Rector TU Wien Prof. Peter Main Institute of Physics (IoP), London Director Education and Science Prof. Carlos Matos Ferreira IST - Universidade Tecnica di Lisboa President IST-UTL Prof. Ryszard Naskrecki Uniwersytet im. Adama Mickiewicza Chair Polish Forum of Physics Faculties

9 Learning outcomes: Statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning. They can refer to a single course unit or module or else to a period of studies, for example, a first or a second cycle programme. Learning outcomes specify the requirements for award of credit. [learning outcomes are formulated by academic staff] Updated methodology and definitions

10 Competences: Competences represent a dynamic combination of knowledge, understanding, skills and abilities. Fostering competences is the object of educational programmes. Competences are formed in various course units and assessed at different stages. [competences are obtained by the student] Updated methodology and definitions

11 CONTENT of the Physics TUNING BROCHURE Written Report of the Validation Panel (general part) p. 2 Aims of the Brochure and Executive summary 4 1.Introduction to the Tuning project (by the Tuning Management Committee) 5 2. Introduction to the Physics Area 7

12 CONTENT of the Physics TUNING BROCHURE 3. Summary of outcomes 8 – Degree profile(s) and occupations 8 Typical degrees offered in the subject area Typical occupations of the graduates in the subject area Role of subject area in other degree programmes – Learning outcomes and competences; level cycle descriptors 12 Generic competences in the first and second cycle Subject specific competences for the two first cycles Further remarks about levels. Trends differences. Consultation process with stakeholders – The third cycle outcomes: a more complex scenario 16 Learning Outcomes in a Physics doctoral programme Level descriptors for the third cycle CONTENT of the Physics TUNING BROCHURE (ctd)

13 4. List of Physics specific competences (annex to previous section 3) 18 5. Background papers regarding the reference points of physics 20 6. Approaches to teaching, learning, assessment used in physics 21 – Introduction 21 – The organisational and qualitative variables 21 – Developing the Tuning Physics-related competences 23 Overview23 Physics Subject Related Competences – First Cycle 25 Physics Subject Related Competences – Second Cycle28 References for further information concerning physics34 List of Physics Subject Area Group (SAG) Members35 CONTENT of the Physics TUNING BROCHURE (ctd)

14 Role of the Physics Tuning brochure Still a draft ! A public good, for free inspiration A contribution to implement Bologna Reforms at grass-root level (Council of Teachers, Director of studies, Teachers, students, …; quality agencies, etc.) Further dissemination of Tuning

15 LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES Example Course unit/ learning outcome Unit 1 Unit 2 Competence A B C D E F G H I F x X = THIS COMPETENCE IS DEVELOPED AND ASSESSED AND IS MENTIONED IN THE LEARNING OUTCOME OF THIS UNIT Unit 3 Unit 4 x x x Updated methodology and definitions

16 Esercizio del CCdS in Fisica, Università di Padova (autunno 2006) - 1 la DOMANDA Does your teaching method provide improvements on these competences ? rate it from 0 to 5 ORDER OF IMPORTANCE (TUNING RATING) SHORT NAME OF THE SUBJECT SPECIFIC COMPETENCE EXTENDED DESCRIPTION OF THE COMPETENCE on completion of a first cycle degree in Physics, the student should: DUBLIN DESCRIP TOR LABEL Unità 1Unità 2… 1 Mathematical skills be able to understand and master the use of the most commonly used mathematical and numerical methods A-B 02 2 Problem solving skills in Physics be able: - to evaluate clearly the orders of magnitude in situations which are physically different, but show analogies, thus allowing the use of known solutions in new problems - to perform calculations independently, even when a small PC or a large computer is needed, including the development of software programmes A-B 04 3 Deep knowledge & understanding have a good understanding of the most important physical theories (logical and mathematical structure, experimental support, described physical phenomena), including a deep knowledge of the foundations of modern physics, say quantum theory, etc. A 04 4 Experimental skills have become familiar with most important experimental methods and be able to perform experiments independently, as well as to describe, analyze and critically evaluate experimental data B 03 5 Modelling skills -be able to identify the essentials of a process / situation and to set up a working model of the same; -- be able to perform the required approximations; i.e. critical thinking to construct physical models; - be able to adapt available models to new experimental data B 02 6 Physics culture be familiar with the most important areas of physics and with those approaches, which span many areas in physics A 02 7 Basic & Applied Research acquire an understanding of the nature and ways of physics research and of how physics research is applicable to many fields other than physics, e.g. engineering; be able to design experimental and/or theoretical procedures for: (i) solving current problems in academic or industrial research; (ii) improving the existing results A-B-C 00 8 Literature search be able to search for and use physical and other technical literature, as well as any other sources of information relevant to research work and technical project development. Good knowledge of technical English is required. E 01 9 Learning ability be able to enter new fields through independent study E 01

17 SHORT NAME OF THE SUBJECT SPECIFIC COMPETENCE Matematica Fisica Esperimentazioni corso 3corso 6corso 7 corso 2corso 9 corso 4corso 5corso 8corso 10 Mathematical skills 445 23 2113 Problem solving skills in Physics 130 44 3435 Deep knowledge & understanding 044 45 3012 Experimental skills 030 32 5445 Modelling skills 034 20 4201 Physics culture 000 25 5112 Basic & Applied Research 000 02 3124 Literature search 000 10 3101 Learning ability 035 11 4301 Esercizio del CCdS in Fisica, Università di Padova (autunno 2006)-2: LE RISPOSTE raggruppate per insegnamenti omogenei

18 Descrittori di Dublino e competenze STAGE E PROVA FINALE A: CONOSCENZA E CAPACITA’ DI COMPRENSIONE Acquisizione di competenze teoriche e operative con riferimento a: Biologia dei microrganismi Biologia degli organismi animali Biologia degli organismi vegetali Aspetti morfologici/funzionali Aspetti chimici/biochimici Aspetti cellulari/molecolari Aspetti evoluzionistici Meccanismi di riproduzione e di sviluppo Meccanismi di ereditarietà Aspetti ecologici/ambientali Fondamenti di matematica, statistica, fisica, informatica B: CAPACITA’ APPLICATIVE Acquisizione di competenze applicative multidisciplinari per l’analisi biologica, di tipo metodologiche, tecnologico e strumentale, con riferimento a: Analisi della biodiversita’ Procedure per l’analisi e il controllo della qualita’ e igiene dell’ambiente e degli alimenti Metodologie biochimiche, biomolecolari e biotecnologiche Analisi biologiche e biomediche Analisi microbiologiche e tossicologiche Metodologie statistiche e bioinformatiche Procedure metodologiche e strumentali ad ampio spettro per la ricerca biologica C: AUTONOMIA DI GIUDIZIO Acquisizione di consapevole autonomia di giudizio con riferimento a: Valutazione e interpretazione di dati sperimentali di laboratorio Sicurezza in laboratorio Valutazione della didattica Principi di deontologia professionale e approccio scientifico alle problematiche bioetiche D: ABILITÀ NELLA COMUNICAZIONE Acquisizione di adeguate competenze e strumenti per la comunicazione con riferimento a: Comunicazione in lingua italiana e straniera (inglese) scritta e orale Abilita’ informatiche Elaborazione e presentazione dati Capacità di lavorare in gruppo Trasmissione e divulgazione dell’ informazione su temi biologici d’attualità E: CAPACITÀ DI APPRENDEREAcquisizione di adeguate capacita’ per lo sviluppo e l’approfondimento di ulteriori competenze, con riferimento a: Consultazione di materiale bibliografico Consultazione di banche dati e altre informazioni in rete Strumenti conoscitivi di base per l'aggiornamento continuo delle conoscenze Unità didattiche X: QUESTA COMPETENZA E’ SVILUPPATA e VERIFICATA e FA PARTE dei RISULTATI DELL’APPRENDIMENTO della UNITA’ DIDATTICA indicata in colonna

19 19 Websites Tuning Europe: http:// europa.eu.int/comm/education/socrates/ TuningProject http://tuning.unideusto.org/tuningeu/ Tuning America Latina: http://tuning.unideusto.org/tuningal/