Concepts, Strategies and Models to Enhance Physics Teaching and Learning

1. Front Matter

   Pages i-xxvi

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2. Development of Physics Teaching and Learning in School

   1. Front Matter

      Pages 1-1

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   2. Using the Electron Gas Model in Lower Secondary Schools—A Binational Design-Based Research Project

      • Claudia Haagen, Jan-Philipp Burde, Martin Hopf, Verena Spatz, Thomas Wilhelm

      Pages 3-12

   3. Newton’s Apple and Einstein’s Time Warp, New Ideas in Teaching Gravity

      • Warren B. Stannard

      Pages 13-23

   4. The Virtual Sandbox: An Approach to Introduce Principles of Granular Flow Physics into the Classroom

      • Erich Reichel, Stefan Radl, Jakob D. Redlinger-Pohn

      Pages 25-35

   5. Three Stories, Three Toolkits: Magnetize Attention, Light up Coloured Ideas, Gas Fantasy into Science

      • Sara Roberta Barbieri, Marco Giliberti

      Pages 37-48

   6. Mathematics—A “Quasi-natural Science” at School?

      • Eduard Krause

      Pages 49-58

3. Innovation in Undergraduate Physics Education

   1. Front Matter

      Pages 59-59

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   2. A 5E-Based Learning Workshop on Various Aspects of the Hall Effect

      • Dominique Persano Adorno, Leonardo Bellomonte, Nicola Pizzolato

      Pages 61-71

   3. The Broken Mirror: The Foundations of Thermodynamics and the Failure of Mathematics to Reflect the Physics

      • David Sands

      Pages 73-85

   4. Computer Modelling in Physics Education: Dealing with Complexity

      • Onne van Buuren, André Heck

      Pages 87-99

   5. Development of Data Processing Skills of Physics Students in Intermediate Laboratory Courses

      • Inkeri Kontro

      Pages 101-108

   6. Evaluation of an Experimental Sequence on Introductory Quantum Physics Based on LEDs and the Photoelectric Effect

      • Massimiliano Malgieri, Pasquale Onorato, Anna De Ambrosis

      Pages 109-122

4. Trends in Physics Teacher Education

   1. Front Matter

      Pages 123-123

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   2. The Role of Playing in the Representation of the Concept of Energy: A Lab Experience for Future Primary School Teachers

      • Alessandra Landini, Enrico Giliberti, Federico Corni

      Pages 125-137

   3. Development and Assessment of Inquiry Skills in the Context of SSI with Pre-service Teachers

      • Ruth Chadwick, Eilish McLoughlin, Odilla E. Finlayson

      Pages 139-145

   4. Responsibility of Teachers: The SSIBL Model in Hungary

      • Andrea Király, Andrea Kárpáti, Péter Tasnádi

      Pages 147-157

   5. Using Self-video-based Discourse in Training Physics Teachers

      • Yaron Lehavi, Avraham Merzel, Ruti Segal, Ami Baram, Bat-Sheva Eylon

      Pages 159-169

   6. A Workshop Approach to Pre-service Physics Teacher Education

      • Paul van Kampen

      Pages 171-180

   7. Views and Strategies of Teachers Concerning the Role of Mathematics and Physics in Physics Lessons

      • Gesche Pospiech, Yaron Lehavi, Esther Bagno, Bat-Sheva Eylon

      Pages 181-192

This book discusses novel research on and practices in the field of physics teaching and learning. It gathers selected high-quality studies that were presented at the GIREP-ICPE-EPEC 2017 conference, which was jointly organised by the International Research Group on Physics Teaching (GIREP); European Physical Society – Physics Education Division, and the Physics Education Commission of the International Union of Pure and Applied Physics (IUPAP). The respective chapters address a wide variety of topics and approaches, pursued in various contexts and settings, all of which represent valuable contributions to the field of physics education research. Examples include the design of curricula and strategies to develop student competencies—including knowledge, skills, attitudes and values; workshop approaches to teacher education; and pedagogical strategies used to engage and motivate students. This book shares essential insights into current research on physics education and will be of interest to physics teachers, teacher educators and physics education researchers around the world who are working to combine research and practice in physics teaching and learning. 

• Physics Education Research
• Teaching and Learning Physics
• Physics Teacher Education
• Physics Laboratory
• ICT in Physics
• Experimentation in physics education
• Modern Physics Education
• Assessment in Physics Teaching
• Concepts in Physics
• Inquiry-Based Learning
• Physics outreach
• Motivation and engagement in physics education
• Formal and informal learning contexts

• School of Physical Sciences & Centre for the Advancement of STEM Teaching and Learning, Dublin City University, Dublin, Ireland

  Eilish McLoughlin, Paul van Kampen

Eilish McLoughlin is an Associate Professor at the School of Physical Sciences and Director of the Research Centre for the Advancement of STEM Teaching and Learning (CASTeL) at Dublin City University. She holds a PhD in Experimental Surface Physics, and over the past 18 years her interests have evolved to focus on physics and science education research. She has led and collaborated in over 30 research projects at the EU, national, and local level that examine the development of curriculum, instruction and assessment models that target integrated STEM and inquiry approaches, at all levels of education, from primary school to the doctoral level. She co-leads the physics initial teacher education programme at Dublin City University and has led several projects that help teachers, both in-service and pre-service, adopt innovative practices in their classrooms and enhance student identity in Physics/STEM. She has received recognition for her leadership in STEM Education and engagement across formal and informal contexts, e.g. the NAIRTL National Award for Teaching Excellence (2010); Young Professional Physicist of the Year Award (2016); Dublin City University’s President Award for Public Engagement (2017); and the Institute of Physics Lise Meitner Medal (2018).

Paul van Kampen is an Associate Professor at the School of Physical Sciences and researcher at the Centre for the Advancement of STEM Teaching and Learning (CASTeL), Dublin City University. Holding a PhD in experimental atomic physics, his current research interest is in the research-based development of teaching-learning sequences in university-level physics and science teacher education. He teaches physics and physics education at the undergraduate and graduate level, and is actively involved in science teacher education. He was honoured with the NAIRTL National Award for Excellence in Teaching Award for Excellence in Teaching and Learning in 2012, and currently chairs the Irish National Councilfor Curriculum and Assessment’s Development Group for Junior Cycle Science.

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