Embracing Changes Together in Physics Education

Erscheinungsjahr 2026
ISBN: 978-3-032-27384-0
Verlag: Springer

Buch, Englisch, 356 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 715 g

Reihe: Challenges in Physics Education

This book offers a comprehensive exploration of innovative research and emerging practices aimed at strengthening physics education in a rapidly changing world. Bringing together contributions from international experts, it examines how physics teaching and learning can evolve to meet the needs of diverse learners and contemporary societies.

The volume highlights new approaches to engaging young learners, showcasing strategies that build curiosity, foster foundational understanding, and support early scientific thinking. At the university level, contributors discuss methods for developing deeper physics competencies, improving student retention, and aligning instruction with modern scientific and technological developments. Several chapters address how physics education must adapt to the challenges of today's world, including preparing students for a technologically driven society and integrating climate change education to foster informed, responsible global citizens. A dedicated section focuses on the professional learning of physics teachers, presenting research based models that support continuous growth, pedagogical innovation, and stronger teaching communities. By sharing perspectives, studies, and classroom experiences from around the globe, this book provides educators, researchers, and policymakers with valuable insights for improving physics education at all levels. It demonstrates how embracing change, pedagogical, technological, and societal, can lead to richer learning experiences and a more resilient, forward looking physics education system.

Zielgruppe

Research

Autoren/Hrsg.

Sokolowska, Dagmara

McLoughlin, Eilish

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Interdisziplinäres Wissenschaften Wissenschaften: Allgemeines
• Naturwissenschaften Physik Physik Allgemein
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik

Inhaltsverzeichnis

Cultivating a Feeling for Physics The Importance of Epis temic Empathy and Responsive Teaching.- Empowering learning through dynamic modelling activities to enhance physics education.- Exploring thermoelectric phenomena by the method of blended learning.- Flipped classroom: effects on the conceptual understanding in electric circuit teaching.- A Scheduled Teaching Intervention for Newtons Disc Pro grammable with Scratch for Teaching and Learning Optics.- Enhancing Physics Education through Dimensions of Learn ing.- Comparing prior knowledge of first semester physics students between the cohorts of 2013 and 2023.- Teaching a Quantum Physics Class Using a Student Centered Collaborative Learning Approach at the University Level.- Embracing Changes Together in Physics Education.- How thematic analysis can inform designing, planning and evaluation of Teaching Learning Sequences.- Defining and assessing learning goals in physics lab courses.- Cultural understanding of Quantum Physics through a his torical and pedagogical reconstruction of Old Quantum Theory and early Quantum Mechanics.- Reviewing 55 years of literature on Physics Education using Natural Language Processing.- From Alternative Conceptions to Meaningful Understanding through Physics Based Climate Change Education.- Addressing dimensions of climate literacy in physics education Examples from four studies.- Rethinking Agency in the Context of Climate Change The ENCOMPASS Three lens Perspective.- STEM researchers practices for.- Teacher Professional Learning in Transformative Times Three Collaborative Visions for Physics Education From Cognitive Science to Artificial Intelligence.- Insights into practicing teachers pedagogical content knowledge for teaching physics.- Shaping academic physics teacher education together How to promote interdisciplinary collaboration.- Development of digital teaching scenarios on advanced STEM topics for teacher education.- Greek Science Teachers’ Views about the Use of Educational Simulations in their Practice.

Über Autor(innen)

Dagmara Sokolowska , PhD, is an Associate Professor in didactics at the Faculty of Physics, Astronomy, and Applied Computer Sciences of the Jagiellonian University in Kraków, Poland. She obtained her Ph.D. in physics of soft matter. She is an academic teacher in physics and teaching and learning methods. She mentors academic teachers and PhD students on didactics. She is involved in development and research in physics/science education in Inquiry-based Learning and Practitioner Inquiry at all levels of schooling - from K-1 to higher education. She participated in nine EU projects on physics and STEM education. She is a co-editor, together with Prof. Marisa Michelini, of the book The Role of Laboratory Work in Improving Physics Teaching and Learning (Springer, 2018). Since 2020, she has been a vice-president of the GIREP vzw. In 2024, she led the Local Organizing Committee of the 4th World Conference on Physics Education in Krakow, Poland.

Eilish McLoughlin , PhD, 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 President of GIREP since 2024.