Dept. Galileo - Prof. Diener
Responsible teachers:

Prof. Loredana Rossi - Mathematics

Prof. Loredana Rossi obtained a degree in Mathematics from the University of Trieste, obtained qualifications for teaching science and mathematics for lower secondary schools, mathematics, mathematics and physics and applied mathematics for secondary schools. She entered the role in 1986 and has been a mathematics teacher at Galilei since 2000. Over the course of 35 years of teaching she has attended numerous refresher and training courses. Since 2005 he has been part of the Educational Research Unit of the Department of Mathematics of the University of Trieste, has published several articles on mathematics education in specialized journals and held some seminars and workshops on behalf of the University of Trieste.

Prof. Paola Diener - Physics  

Prof. Paola Diener graduated in Theoretical Physics from the University of Naples. She obtained a Master's degree in Mathematical Physics from SISSA in Trieste. In 2000 he obtained the qualification to teach mathematics, physics, electrical engineering and mathematical sciences in middle schools (ordinary competition). She obtained the role as the winner of an ordinary competition first in middle school (2000) and then in high school (2004). Since 2006 he has been in service as a teacher of Mathematics and Physics at the Liceo Galilei, where he held the position of head of the Macroarea and then of the Galileo Department since 2009.

Mission of the Department

In the cognitive development of the student, the general skills of the scientific disciplines, i.e. the operations of thought that must be developed, are: abstracting, comparing, understanding texts and problems, communicating clearly by mastering the technical lexicon, planning, making hypotheses and demonstrating their truth or refute them.

It is also important to highlight the cultural role of scientific disciplines as an integral and essential part of the historical path of humanity and its thought.

From the two-year period to the three-year period, the skills do not change, the difficulty gradients and the specific contents of each year of the course change: the proposed curricula must therefore also be read vertically.

The vision that the department has of the student is not of him or her who simply must acquire knowledge, but of a student who must learn to use it to solve problems, with ever greater autonomy. The teacher's role is therefore not simply to transmit, but also to facilitate the student in the process of understanding and elaboration.

Consequently, in dealing with the various themes, reference is made to situations in which they must be revisited over the years and treated in contexts of increasing difficulty; in addressing conceptual issues, laboratory methodologies are also used, meaning "laboratory" not only and not so much as a physical place, but a way of working, based on continuous interaction between teacher and students and between students.

The department makes its choices by favoring shared paths both in the construction of final common tests and in discussions between teachers in relation to project activities aimed at the entire school community.

Training objectives

At the end of the study path, students, in addition to achieving the common learning outcomes, will have to:

  • having acquired a balanced cultural education in both linguistic and scientific aspects, understanding the fundamental issues of the development of thought, also in a historical dimension, and the connections between the methods of knowledge typical of mathematics and experimental sciences;
  • understand the supporting structures of the argumentative and demonstrative procedures of mathematics, also through the mastery of formal logical language, showing that they know how to use them in particular in identifying and solving problems of various kinds (problem-posing and problem-solving);
  • know how to use calculation and representation tools for modeling and solving problems;
  • have achieved a secure knowledge of the fundamental contents of the physical sciences, also through the systematic use of the laboratory, and a mastery of the specific languages and investigation methods typical of the experimental sciences;
  • be aware of the reasons that have produced scientific and technological development over time, in relation to the needs and demands for knowledge of different contexts, with critical attention to the technical-applicative and ethical dimensions of scientific achievements, in particular the most recent ones;
  • knowing how to grasp the potential of the applications of scientific results in everyday life.

GALILEO PTOF 2019-22.pdf