Physics Education Today

Innovative Methodologies, Tools and Evaluation
Erscheinungsjahr 2025
ISBN: 978-3-031-48669-2
Verlag: Springer

Buch, Englisch, 188 Seiten, Format (B × H): 155 mm x 235 mm

Reihe: Challenges in Physics Education

This book provides an in-depth exploration of the latest developments in physics education. It presents a comprehensive look into cutting-edge research and ideas used to improve physics education around the world. Topics covered include (but are not limited to) the use of problem-based learning, the design and evaluation of teaching materials, and the use of digital technologies. This book is essential for anyone looking to stay up-to-date on the latest educational innovations and to develop an understanding of effective teaching approaches. It is aimed at researchers, teachers, students, policymakers, and educational leaders in the field of physics education.

Zielgruppe

Research

Autoren/Hrsg.

Fazio, Claudio

Logman, Paul

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik
• Naturwissenschaften Physik Quantenphysik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Naturwissenschaften Physik Angewandte Physik Soziophysik, Wirtschaftsphysik
• Naturwissenschaften Physik Physik Allgemein Theoretische Physik, Mathematische Physik, Computerphysik

Inhaltsverzeichnis

Selected Keynote.- Lessons Learned and Unlearned: A Lifelong Journey with ‘Active Learning’ as a Constant Companion.- Selected Symposia.- Supporting Educational Transitions in Physics.-Enhancing Mathematization in Physics Education by Digital Tools.- Symposium on Teaching and Learning Quantum Physics.- Strategies for Active Learning and Assessment of the Learning Processes.- Selected Oral Presentations.- Enhancing Second-Level Physics Students’ Energy Literacy.- An Assessment Rubric for Future Teachers Ability to Design Experiments.- The Influence of Digital and Paper-Based Homework-Solving Methods on Students’ Academic Performance and Attitude Towards Physics.- The Many Roles of Metaphors in Learning and Doing Physics.- Contribution of Inquiry-Based Physics Teaching and Learning in Initial Teacher Training.- Astronomical Methods and the Terrestrial Climate: An Estimation of the Earth's Albedo Based on Self-Obtained Data.- Spacetime Globe: A Teaching Proposal for the Didactics of Special Relativity.- The Analysis of Conspiracy Theories as a Stimulus to Active Learning.

Über Autor(innen)

Claudio Fazio is Full Professor in Physics Education and History of Physics at the University of Palermo, Italy. His current research interests focus on active learning in physics education, the use of technologies in physics laboratory, modeling environments for learning, pedagogical content knowledge portrayal and development, and the use of qualitative and quantitative analysis methods in physics education research. His previous research activity was in magnetic properties of superconductors. He currently holds several roles, including Chair of the University of Palermo Physics Education Research Group, National Coordinator of the Italian Plan for Scientific Degrees (Physics), Dean of the Doctoral program “Technologies and Methods for University Education”, and Member of the Board of GIREP (International Research Group on Physics Teaching).

Paul Logman is director of the Bachelor labs at the Leiden Institute of Physics at Leiden University which recently have been renewed to contain more open inquiry assignments for the students. He is also a teacher trainer for physics at the Leiden University Graduate School of Teaching. He has a background in physics didactics and his interests lie in (open inquiry) Bachelor experiments, didactics for the concept of energy, and teacher training. He is currently involved in an international collaboration on undergraduate physics labs and in a Dutch collaboration on open inquiry undergraduate science labs. He is also a Member of the Board of GIREP (International Research Group on Physics Teaching).