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Concepts, Strategies and Models to Enhance Physics Teaching and Learning

Editors: McLoughlin, Eilish, van Kampen, Paul (Eds.)

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  • Shares evidence-based practices for improving physics teaching, learning, and assessment 
  • Explores innovative approaches to undergraduate physics education 
  • Discusses curriculum design and methodologies for enhancing physics teachers’ professional learning 
  • Presents pedagogical strategies to boost students’ engagement and motivation 
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eBook $84.99
price for USA in USD (gross)
  • ISBN 978-3-030-18137-6
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $149.99
price for USA in USD
  • ISBN 978-3-030-18136-9
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

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. 

About the authors

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 Council for Curriculum and Assessment’s Development Group for Junior Cycle Science.

Table of contents (20 chapters)

Table of contents (20 chapters)
  • Using the Electron Gas Model in Lower Secondary Schools—A Binational Design-Based Research Project

    Pages 3-12

    Haagen, Claudia (et al.)

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

    Pages 13-23

    Stannard, Warren B.

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

    Pages 25-35

    Reichel, Erich (et al.)

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

    Pages 37-48

    Barbieri, Sara Roberta (et al.)

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

    Pages 49-58

    Krause, Eduard

Buy this book

eBook $84.99
price for USA in USD (gross)
  • ISBN 978-3-030-18137-6
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $149.99
price for USA in USD
  • ISBN 978-3-030-18136-9
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Concepts, Strategies and Models to Enhance Physics Teaching and Learning
Editors
  • Eilish McLoughlin
  • Paul van Kampen
Copyright
2019
Publisher
Springer International Publishing
Copyright Holder
Springer Nature Switzerland AG
eBook ISBN
978-3-030-18137-6
DOI
10.1007/978-3-030-18137-6
Hardcover ISBN
978-3-030-18136-9
Edition Number
1
Number of Pages
XXVI, 238
Number of Illustrations
27 b/w illustrations, 49 illustrations in colour
Topics