Physics Teaching and Learning: Challenging the Paradigm, RISE Volume 8, focuses on research contributions challenging the basic assumptions, ways of thinking, and practices commonly accepted in physics education. Teaching physics involves multifaceted, research-based, value added strategies designed to improve academic engagement and depth of learning. In this volume, researchers, teaching and curriculum reformers, and reform implementers discuss a range of important issues. The volume should be considered as a first step in thinking through what physics teaching and physics learning might address in teacher preparation programs, in-service professional development programs, and in classrooms. To facilitate thinking about research-based physics teaching and learning each chapter in the volume was organized around five common elements: 1. A significant review of research in the issue or problem area. 2. Themes addressed are relevant for the teaching and learning of K-16 science 3. Discussion of original research by the author(s) addressing the major theme of the chapter. 4. Bridge gaps between theory and practice and/or research and practice. 5. Concerns and needs are addressed of school/community context stakeholders including students, teachers, parents, administrators, and community members.

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.

This book on the teaching and learning of physics is intended for college-level instructors, but high school instructors might also find it very useful.Some ideas found in this book might be a small 'tweak' to existing practices whereas others require more substantial revisions to instruction. The discussions of student learning herein are based on research evidence accumulated over decades from various fields, including cognitive psychology, educational psychology, the learning sciences, and discipline-based education research including physics education research. Likewise, the teaching suggestions are also based on research findings. As for any other scientific endeavor, physics education research is an empirical field where experiments are performed, data are analyzed and conclusions drawn. Evidence from such research is then used to inform physics teaching and learning.While the focus here is on introductory physics taken by most students when they are enrolled, however, the ideas can also be used to improve teaching and learning in both upper-division undergraduate physics courses, as well as graduate-level courses. Whether you are new to teaching physics or a seasoned veteran, various ideas and strategies presented in the book will be suitable for active consideration.

Written by one of the leaders of the Physics Education Research (PER) movement, Teaching Physics is a book for anyone interested in learning how to become a more effective physics teacher. Rather than reviewing specific topics in physics with hints for how to teach them and lists of common student difficulties, Teaching Physics presents a variety of tools for improving both the teaching and learning of physics--from new kinds of homework and exam problems, to surveys for figuring out what has happened in your class, to tools for taking and analyzing data using computers and video. Teaching Physics is a companion guide to using the Physics Suite, an integrated collection of research-based instructional materials for lecture, laboratory, recitation, and workshop/studio environments. But even if you don't use a single element from the Suite, Teaching Physics can help you enhance your students' learning experience.

In our world today, scientists and technologists speak one language of reality. Everyone else, whether they be prime ministers, lawyers, or primary school teachers speak an outdated Newtonian language of reality. While Newton saw time and space as rigid and absolute, Einstein showed that time is relative – it depends on height and velocity – and that space can stretch and distort. The modern Einsteinian perspective represents a significant paradigm shift compared with the Newtonian paradigm that underpins most of the school education today. Research has shown that young learners quickly access and accept Einsteinian concepts and the modern language of reality. Students enjoy learning about curved space, photons, gravitational waves, and time dilation; often, they ask for more! A consistent education within the Einsteinian paradigm requires rethinking of science education across the entire school curriculum, and this is now attracting attention around the world. This book brings together a coherent set of chapters written by leading experts in the field of Einsteinian physics education. The book begins by exploring the fundamental concepts of space, time, light, and gravity and how teachers can introduce these topics at an early age. A radical change in the curriculum requires new learning instruments and innovative instructional approaches. Throughout the book, the authors emphasise and discuss evidence-based approaches to Einsteinian concepts, including computer- based tools, geometrical methods, models and analogies, and simplified mathematical treatments. Teaching Einsteinian Physics in Schools is designed as a resource for teacher education students, primary and secondary science teachers, and for anyone interested in a scientifically accurate description of physical reality at a level appropriate for school education.

The Big Ideas in Physics and How to Teach Them provides all of the knowledge and skills you need to teach physics effectively at secondary level. Each chapter provides the historical narrative behind a Big Idea, explaining its significance, the key figures behind it, and its place in scientific history. Accompanied by detailed ready-to-use lesson plans and classroom activities, the book expertly fuses the ‘what to teach’ and the ‘how to teach it', creating an invaluable resource which contains not only a thorough explanation of physics, but also the applied pedagogy to ensure its effective translation to students in the classroom. Including a wide range of teaching strategies, archetypal assessment questions and model answers, the book tackles misconceptions and offers succinct and simple explanations of complex topics. Each of the five big ideas in physics are covered in detail: electricity forces energy particles the universe. Aimed at new and trainee physics teachers, particularly non-specialists, this book provides the knowledge and skills you need to teach physics successfully at secondary level, and will inject new life into your physics teaching.

The aims of the International Conference on Physics Education in Cultural Contexts were to explore ways towards convergent and divergent physics learning beyond school boundaries, improve physics education through the use of traditional and modern cultural contexts, and exchange research and experience in physics education between different cultures.A total of 45 papers have been selected for this volume. The material is divided into three parts: Context and History, Conceptual Changes, and Media.The proceedings have been selected for coverage in: ? Index to Scientific & Technical Proceedings (ISTP CDROM version / ISI Proceedings)? Index to Social Sciences & Humanities Proceedings? (ISSHP? / ISI Proceedings)? Index to Social Sciences & Humanities Proceedings (ISSHP CDROM version / ISI Proceedings)? CC Proceedings ? Engineering & Physical Sciences

This book offers a comprehensive overview of the theoretical background and practice of physics teaching and learning and assists in the integration of highly interesting topics into physics lessons. Researchers in the field, including experienced educators, discuss basic theories, the methods and some contents of physics teaching and learning, highlighting new and traditional perspectives on physics instruction. A major aim is to explain how physics can be taught and learned effectively and in a manner enjoyable for both the teacher and the student. Close attention is paid to aspects such as teacher competences and requirements, lesson structure, and the use of experiments in physics lessons. The roles of mathematical and physical modeling, multiple representations, instructional explanations, and digital media in physics teaching are all examined. Quantitative and qualitative research on science education in schools is discussed, as quality assessment of physics instruction. The book is of great value to researchers involved in the teaching and learning of physics, to those training physics teachers, and to pre-service and practising physics teachers.

This book comprises a wide range of scholarly essays introducing readers to key topics and issues in science education. Science education has become a well established field in its own right, with a vast literature, and many active areas of scholarship. Science Education: An International Course Companion offers an entry point for students seeking a sound but introductory understanding of the key perspectives and areas of thinking in science education. Each account is self-contained and offers a scholarly and research-informed introduction to a particular topic, theme, or perspective, with both citations to key literature and recommendations for more advanced reading. Science Education: An International Course Companion allows readers (such as those preparing for school science teaching, or seeking more advanced specialist qualifications) to obtain a broad familiarity with key issues across the field as well as guiding wider reading about particular topics of interest. The book therefore acts as a reader to support learning across courses in science education internationally. The broad coverage of topics is such that that the book will support students following a diverse range of courses and qualifications. The comprehensive nature of the book will allow course leaders and departments to nominate the book as the key reader to support students - their core 'course companion' in science education.

This book explores in detail the role of laboratory work in physics teaching and learning. Compelling recent research work is presented on the value of experimentation in the learning process, with description of important research-based proposals on how to achieve improvements in both teaching and learning. The book comprises a rigorously chosen selection of papers from a conference organized by the International Research Group on Physics Teaching (GIREP), an organization that promotes enhancement of the quality of physics teaching and learning at all educational levels and in all contexts. The topics covered are wide ranging. Examples include the roles of open inquiry experiments and advanced lab experiments, the value of computer modeling in physics teaching, the use of web-based interactive video activities and smartphones in the lab, the effectiveness of low-cost experiments, and assessment for learning through experimentation. The presented research-based proposals will be of interest to all who seek to improve physics teaching and learning.