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Upgrading Physics Education to Meet the Needs of Society

  • Book
  • © 2019

Overview

Editors:
  1. Maurício Pietrocola

    1. Faculty of Education, Sao Paulo, Brazil

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  • Includes insights from respected physics researchers
  • Discusses physics teaching and learning issues based on educational research
  • Features chapters on diversity, human rights and physics education

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-viii
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  2. How Should We Teach Physics Today?

    • Maurício Pietrocola
    Pages 1-8

  3. Science and Technology in the Means of Teaching Physics

    1. Front Matter

      Pages 9-9
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    2. Dialogic Development of Children’s Ideas Using Computation in the Classroom: Keeping it Simple

      • Ian Lawrence
      Pages 11-33

    3. Technology in Teaching Physics: Benefits, Challenges, and Solutions

      • Ton Ellermeijer, Trinh-Ba Tran
      Pages 35-67

    4. Sharing LHC Research and Discovery with High School Students

      • Marcia Begalli, Uta Bilow
      Pages 69-84

  4. Evaluations About Established Methods of Teaching Physics

    1. Front Matter

      Pages 85-85
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    2. A Mathematical Model of Peer Instruction and Its Applications

      • Hideo Nitta
      Pages 87-98

    3. Simple Experiments in Physics Teaching and Learning: Do They Have Any Perspectives?

      • Leos Dvorak
      Pages 99-124

  5. Research-Based Alternatives to Traditional Physics

    1. Front Matter

      Pages 125-125
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    2. Research-Based Alternatives to Traditional Physics Teaching at University and College

      • Jenaro Guisasola
      Pages 127-131

    3. A Reflection on Research-Based Alternatives of Physics Teaching on Educational Activity System

      • Cristiano Mattos
      Pages 133-140

    4. Organizing Teaching to Solve Problems: The Case of Latitude and Longitude in Pre-service Primary Teachers’ Education

      • Ruben Limiñana, Asuncion Menargues, Sergio Rosa-Cintas
      Pages 141-151

    5. Innovation in Physics Teaching/Learning for the Formative Success in Introductory Physics for Bio Area Degrees: The Case of Fluids

      • Marisa Michelini, Alberto Stefanel
      Pages 153-168

    6. The Design of Activities Based on Cognitive Scaffolding to Teach Physics

      • Genaro Zavala
      Pages 169-179

    7. Examining the Relationships Among Intuition, Reasoning, and Conceptual Understanding in Physics

      • Mila Kryjevskaia
      Pages 181-188

    8. Conceptual Development and Critical Attitude in Physics Education: A Pathway in the Search for Coherence

      • Laurence Viennot
      Pages 189-198

  6. Diversity and Difference in Teaching Physics

    1. Front Matter

      Pages 199-199
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    2. Indigenous and Afro Knowledge in Science Education: Dialogues and Conflicts

      • Antonia Candela, Johanna Rey
      Pages 201-219

    3. Race, Gender, and Sexual Minorities in Physics: Hashtag Activism in Brazil

      • Katemari Rosa
      Pages 221-238
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Keywords

About this book

Nations around the globe consider physics education an important tool of economic and social development and currently advocate the use of innovative strategies to prepare students for knowledge and skills acquisition. Particularly in the last decade, a series of revisions were made to physics curricula in an attempt to cope with the changing needs and expectations of society. Educational transformation is a major challenge due to educational systems’ resistance to change. Updated curriculum content, pedagogical facilities (for example, computers in a school), new teaching and learning strategies and the prejudice against girls in physics classes are all issues that have to be addressed.  Educational research provides a way to build schemas and resources to promote changes in physics education. This volume presents physics teaching and learning research connected with the main educational scenarios.

Editors and Affiliations

  • Faculty of Education, Sao Paulo, Brazil

    Maurício Pietrocola

About the editor

Maurício Pietrocola is a science educator and professor at The University of São Paulo in Brazil. He received his doctoral degree from The University of Paris 7 (Denis Diderot) in 1992 and has since authored numerous publications. His areas of work include curriculum development, pedagogical knowledge and innovative strategies for teaching and learning. His current focus is on connections between innovative education and risk taking, which contributes to our understanding of the failure of new educational innovations. In 2013–2014, Mauricio was a fellow at the Advanced Research Collaborative at the Graduate Center of CUNY. 

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