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It is nowadays universally recognized that the training of teachers, especially primary school teachers, requires integration of the education in physics and in the psychological and pedagogical fields.

Therefore, a cultural background in physics is necessary, as well as knowledge of the conceptual difficulties and of the teaching methods typical of the discipline itself [1-5]. The formation in a specific field of knowledge has to provide teachers with the capability of transferring concepts. Hence the problem is how to realize a formation supplying educational tools for different situations and contexts, therefore improving teaching competences [6]. Different educational models have been proposed, referring to teaching equipments and operational strategies [7, 8] in meta-cultural, experiential, or situated forms [9-13]. This work moves from the assumption that pre-service training of teachers requires education in this discipline through the teaching of the discipline itself. This objective can be achieved by means of teaching activities in which the planning as well as the reflection on didactical proposals are an integral part of the teaching process. Moreover, the direct involvement is considered to be effective only when it is operative and tasks and goals to be reached are clearly defined. We have selected different strategies based on such hypotheses and characterized by being set in real situation and by realizing operative involvement. Not completely defined instruments have been offered because the elaboration and the planning phases are considered a part of the intervention therefore integrating professional formation with disciplinary formation. The …