Nuovi indirizzi per l’insegnamento della fisica?
We examine some “new trends” of didactics – such as constructivism, competence, expert-level (or authentic) tests – focusing on the teaching of Physics in Italian upper secondary schools. We try to define the meaning of these terms, on the basis of texts published by experts (pedagogists, headmasters…). Our conclusion is that most of these proposals are ill defined. They claim utmost generality, but they are hardly applicable without distorting the meaning of science teaching in schools. Even what could turn out to be useful should be thoroughly investigated by people who are really well acquainted with the subject – not imposed authoritatively, as it seems to be common practice nowadays.