Transforming Physics Learning via Research and Practice

Erscheinungsjahr 2027
ISBN: 978-3-032-41162-4
Verlag: Springer

Buch, Englisch, 264 Seiten, Format (B × H): 155 mm x 235 mm

Reihe: Challenges in Physics Education

The chapter "Open inquiry in undergraduate lab courses" is available open access under the Creative Commons License CC BY-NC-ND 4.0 via link.springer.com. 
This book brings together a carefully curated selection of peer-reviewed contributions on innovation in physics education, reflecting the evolving challenges and opportunities of a rapidly advancing discipline. Drawn from the 2025 GIREP-EPEC conference, this book presents 20 outstanding papers chosen through a rigorous double-blind review process from over 100 submissions.

As physics expands into areas such as active matter, climate modelling, and quantum computing, the demands placed on education continue to grow. This book addresses these challenges by highlighting research-driven approaches to teaching and learning that foster critical thinking, creativity, and higher-order problem-solving skills.

This book is organized into four thematic sections: contemporary topics in physics education, showcasing emerging areas and the interplay between mathematics and physics; transforming physics learning through research and practice, including innovative methodologies such as open inquiry and interactive tools; promoting cognition and learning, with a focus on effective pedagogical strategies; and identity and belonging in physics, addressing diversity and inclusion within the field.

Combining theoretical insights with practical applications, this book serves as a valuable resource for physics educators, researchers, and policymakers. It underscores the importance of collaboration within the Physics Education Research community and offers concrete strategies to enhance teaching and learning in diverse contexts, supporting the development of the next generation of physicists.

Zielgruppe

Professional/practitioner

Autoren/Hrsg.

Logman, Paul

McLoughlin, Eilish

Fachgebiete

• Naturwissenschaften Physik Physik Allgemein
• Sozialwissenschaften Pädagogik Berufliche Bildung Wissenschaftliches Arbeiten, Studientechnik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik
• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Emergence of Collective Motion in Active Matter.- The complexification of physics: Historical episodes and educational implications.- Quantum technologies as a context for teaching quantum physics at the high school level.- Towards a coherent teaching of energy across ages and disciplines.- Physics Debate: An Educational Pathway on Energy and Climate.- In-service science teachers’ adaptation of integrated STEM teaching modules on Climate Change.- Open inquiry in undergraduate lab courses.- Error and Uncertainty: An Incoherent Hybrid in French High School Education.- Exploring the Potential of Interactive e-Books for Enhancing Learning and Teaching in Physics and Astronomy.- Poweri noi! Watt should we do? A Team Board Game on Energy Transition and Climate Change.- Navigating the Cosmos: Cognitive Challenges in Astronomy Education.- Examining Thinking Order Levels in Non-Traditional vs. Standard Physics Problems Through Revised Bloom’s Taxonomy.- Enhancing conceptual understanding and reasoning ability in challenging physics classes.- Students’ reasoning on electromagnetic radiation and its effects.- Let's bring critical thinking into physics lessons together!.- An examination of physics teachers’ reflective practices.- Inclusion and diversity in physics.- Addressing Inequitable Access to Collegiate Level Physics Education in the U.S.- Dissecting the interaction between alternative grading, mindset, and self-efficacy in introductory physics courses.- Inclusive Physics Education: check your course with us!.

Über Autor(innen)

Paul Logman directs the Bachelor labs at the Leiden Institute of Physics, where he has redesigned the curriculum to give students more room for open inquiry. He also trains physics teachers at the Leiden University Graduate School of Teaching. With a background in physics didactics, his interests span open-inquiry Bachelor experiments, the didactics of the energy concept, and teacher training.

Internationally, he serves as a board member of GIREP (International Research Group on Physics Teaching), where he co-leads its Thematic Group on Laboratory Based Teaching in Physics. He has also led several Dutch initiatives on open-inquiry science labs and international collaborations on undergraduate physics labs, and co-edited the Springer volume .

Yet the summit of his life lies outside the lab: it was on the climb up Mount Kilimanjaro, the roof of Africa, that Paul met his wife.

Eilish McLoughlin, Ph.D., is an associate professor in the School of Physical Sciences at Dublin City University (DCU). She is a fellow of the Institute of Physics and a Chartered Physicist. She has been a leader of physics education research and physics teacher education at Dublin City University since 2000. Eilish’s research is focused on physics education, and in particular physics teacher education at both pre-service and in-service levels. She has led and participated in 10 pan-european projects to enhance physics/STEM teacher education. She has been a member of the GIREP Board since 2020 and has served as the president of GIREP since 2024.