Research and Innovation in Physics Education: Two Sides of the Same Coin: (Challenges in Physics Education)

This book describes novel approaches designed to enhance the professional training of physics teachers, and explores innovations in the teaching and learning of physics in the classroom and laboratory. It features selected contributions from the International Research Group on Physics Teaching (GIREP) and Multimedia in Physics Teaching and Learning (MPTL) Conference, held in Donostia-San Sebastian, Spain, in July 2018, which brought together two communities: researchers in physics education and physics teachers. The book covers a broad range of topics, highlighting important aspects of the relationship between research and innovation in the teaching of physics, and presenting fresh insights to help improve learning processes and instruction. Offering a contemporary vision of physics teaching and the learning process, the book is of interest to all teachers and researchers committed to teaching and learning physics on the basis of good evidence.

Table of Contents:
Introduction.- 1- Experiments as building blocks of knowledge. Gorazd Planinšič.- 2- Active learning methods and strategies to improve student conceptual understanding: some considerations from Physics Education Research. Claudio Fazio.- 3- Primary, Secondary and University pre-service teacher Education in physics. Marisa Michelini.- 4- Primary, Secondary and University Pre-service Physics Teacher Education – What scientific education is relevant for becoming a physics teacher in a technological world? . Knut Neumann.- 5- Concerns about relevant Physics Education in a Technological world: An overview of GIREP participants’ questions. M. Gabriela Lorenzo.- 6- Didactical reconstructions in knowledge organization and consolidation in physics teacher education. Terhi Mäntylä.- 7- Examining students reasoning in physics through the lens of the Dual Process Theories of Reasoning: The context of forces and Newton's laws. Mila Kryjevskaia and Nathaniel Grosz.- 8- Critiquing explanations in physics: Obstacles and pedagogical decisions among beginning teachers. Laurence Viennot and Nicolas Decamp.- 9- Design tools as a way to explicitly connect research insights with design decision for teaching learning sequences. Jenaro Guisasola, Kristina Zuza, Jaume Ametller and Mikel Sagastibeltza.- 10- Results of a Design-Based-Research study to improve students’ understanding of simple electric circuits. Jan-Philipp Burde & Thomas Wilhelm.- 11- Teaching particle-wave duality with double slit single photon interference in Dutch secondary schools. Ed van den Berg, Aernout van Rossum, Jeroen Grijsen, Henk Pol, Jan van der Veen.- 12- Eye-movement study of mechanics problem solving using multimodal options. Jouni Viiri, Jasmin Kilpeläinen, Martina Kekule, Eizo Ohno and Jarkko Hautala.- 13- Derivatives, integrals and vectors in introductory mechanics: the development of a multi-representation test for university students. Marta Carli, Stefania Lippiello, Ornella Pantano, Mario Perona and Giuseppe Tormen.- 14- Research-based innovation in introductory physics course for biotechnology students. Daniele Buongiorno and Marisa Michelini.- 15- Physics students’ understanding of quantum mechanics: a Rasch analysis. Italo Testa, Umberto Scotti di Uccio, Arturo Colantonio, Silvia Galano and Irene Marzoli.- 16- Using theory to inform practice in the advanced physics classroom. Ramón E. Lopez, Mikel A. Greene and Ximena Cid.- 17- Development of preservice teachers’ sense of agency. Michael M Hull and Haruko Uematsu.- 18- Is participation in Public Engagement an integral part of shaping physics students’ identity? . Claudia Frachiolla, Brean Prefontaine and Kathleen Hinko.- 19- Enhancing the teaching and learning of physics at lower second level in Ireland. Deirdre O’Neill and Eilish McLoughlin.

About the Author :
Jenaro Guisasola is an Assistant Professor of Physics and Physics Education at the University of the Basque Country (UPV/EHU), Spain. He holds a B.S. in Physics and an M.S. in Theoretical Physics from the University of Barcelona, as well as a Ph.D. in Applied Physics from the University of the Basque Country. His research interests focus on two related paths: first, teaching and learning conceptual physics at high school and university degree levels, and second, the use of history and philosophy of science as tools to help organize teaching and learning in the science curriculum. Over the last five years, he has been pursuing research on educational materials. Kristina Zuza is a Lecturer in the Faculty of Engineering - Gipuzkoa, Applied Physics Department, University of the Basque Country (UPV/EHU). She holds a master's degree in Astrophysics (University of La Laguna) and a Ph.D. in Physics Education (UPV/EHU). Her research focuses on physics education in introductory physics andhigh school courses, particularly the production of research-based teaching materials. She is also involved in secondary school in-service and pre-service teacher training.