0000-0002-7558-494X About
Giulia Tasquier is a Senior assistant professor in Physics Education at the Department of Physics and Astronomy of the University of Bologna, Italy, where she teaches two academic courses: Physics Education Laboratory within the master degree programme of of the Department of Physics and Astronomy and Elements of Physics and Physics Teaching within the Single cycle degree programme (LMCU) in Primary teacher education of the Education Studies Department.
She got her PhD at the University of Palermo in History and Education of Mathematics, Physics and Chemistry, curriculum in Physics Education, with a thesis titled “Leading secondary school students to face the disciplinary, epistemological and societal challenges of climate change: design and analysis of multi-dimensional teaching/learning experiences”.
Her research interests include: Design and implementation of innovative teaching materials on modern physics and socio-scientific issue (e.g. climate change); The correlation between knowledge and behaviour in climate change; The role of epistemological knowledge on models and modelling in teaching/learning physics; Qualitative methods of data analysis; Development of strategies, tools and activities for transforming scientific knowledge into transversal skills about future; open-schooling.
Employment
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University of Bologna Senior assistant professor2022 - Present
Education
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University of Palermo PhD in Physics Education2012 - 2015
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University of Bologna Master degree in Physics2009 - 2009
Projects & Funding
Projects & funding information is unavailable.
Publications (29)
- The influence of causal knowledge on the willingness to change attitude towards climate change: results from an empirical study Save
- Understanding first-year students' curiosity and interest about physics - Lessons learned from the HOPE project Save
- The influence of causal knowledge on the willingness to change attitude towards climate change: results from an empirical study Save
- Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change Save
- Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change Save
- Understanding first-year students’ curiosity and interest about physics—lessons learned from the HOPE project Save
- Defining and Operationalizing Appropriation for Science Learning Save
- Defining and operationalizing appropriation for science learning Save
- How does epistemological knowledge on modelling influence students' engagement in the issue of climate change? Save
- How does epistemological knowledge on modelling influence students’ engagement in the issue of climate change? Save