Preface
Contents
Teaching/Learning Quantum Physics
Approaches on T/L Quantum Physics from PER Literature
1 Introduction
2 Historical Approach
3 Formal Structural Approach
4 Conceptual Approach
5 Research-Based Educational Proposals on QM for School Developed in Italy
6 Conclusion
References
Quantum Cryptography as an Approach for Teaching Quantum Physics
1 Introduction
2 Quantum Information in Textbooks and Teacher Students’ Views
2.1 Quantum Information in Textbooks
2.2 Acceptance by Teacher Students
3 Construction of Course (Design Principles)
3.1 Analysis of Relevant Terms and Concepts
3.2 Teaching Principles
4 Description of Teaching–Learning Sequence
5 Outlook
References
Milq—Quantum Physics in Secondary School
1 Introduction
2 The Milq Concept
3 Reasoning Tools
4 The Physical Background of the Reasoning Tools
4.1 Rule 1: The Probabilistic Nature of Quantum Physics
4.2 Rule 2: Interference and Superposition States
4.3 Rule 3: The Measurement Postulate
4.4 Rule 4: Complementarity
4.5 Epistemological Status of the Reasoning Tools
5 Key Experiments
6 Application of the Reasoning Tools: Beam Splitter and Mach–Zehnder Interferometer
7 Curriculum
8 Empirical Results
9 Application on a European Scale
References
The Role of Mathematics in Teaching Quantum Physics at High School
1 Introduction
2 Interpretation and Visualization of Mathematics in Quantum Physics
2.1 Relevance of Representations and Transforming Between Them
2.2 Mathematics Forces a Physical Interpretation
2.3 Representations of Two-State Systems and Its Mathematical Structure
2.4 Implications from Linking of Representations
3 Preserving the Quantitative Nature of Quantum Physics Taught in High School
3.1 Educational Context and Teaching–Learning Sequence
3.2 Research Questions
3.3 Method
3.4 Results
4 Interplay Between Math and Physics in an Educational Path on Quantum Mechanics in Secondary School
4.1 Research Perspectives for the Consolidation of Quantum Concepts Through Mathematics
4.2 Implementation in the Context of the Linear Polarization of the Photon and the Hydrogen Atom
4.3 Introduction of the Quantum State and of Its Formal Representation
5 Conclusion
References
Introduction of Contemporary Physics to Pre-university Education
1 Introduction
2 Liquid Crystals and Hydrogels as Examples of Soft Matter
2.1 Modules
2.2 Implementation Studies and Results
3 Superconductivity
3.1 Resources and Assumptions for Educational Path on Superconductivity
3.2 Teaching Sequence in Educational Path on Superconductivity
3.3 Students’ Learning Outcomes
4 Analogy Between Superconductivity and Particle Physics
4.1 Role of Analogies
4.2 Outline of Analogy and Connection to the General Teaching Approach
4.3 Possible Extensions to the Analogy
5 Professional Development Programmes in Particle Physics: A Delphi Study
5.1 Delphi Study Design
5.2 Results
5.3 Discussion and Conclusion
6 Conclusions
References
Roland Eötvös and the Equivalence Principle
Roland Eötvös: Scientist, Statesman and Educator
1 Curriculum Vitae (Dobszay et al. 2019)
2 Three Important Discoveries Bearing the Name of Roland Eötvös
2.1 Accurate Experimental Method for the Determination of the Capillary Constant and the Eötvös-Rule of Its Temperature Dependence (Eötvös 1886)
2.2 Measurement of the Local Variation of the Gravitational Potential with the Eötvös Balance and Checking Universal Proportionality of the Inertial and Gravitational Masses with Unprecedented Accuracy (Eötvös et al. 1922)
2.3 Weight of a Body in Non-inertial Motion Relative to the Earth Rotation (Eötvös 1919)
3 Initiatives for the Modernization of Teacher’s Training
3.1 Foundation of the Mathematical and Physical Society (1891)
3.2 Foundation of the József Eötvös College (1895)
3.3 Conclusion
References
The Impact of the Equivalence Principle on Physics Teaching—The Ongoing Opposition in Teaching of Weight-Gravity
1 Introduction
2 Brief History of the Weight Concept
3 The Weight Concept in Physics Education
4 The State of Weightlessness
5 New Teaching Approach
6 The Weight Concept in Physics Education Research
References
Experimentation, Impact of PER and Assessment
Experimentation in Physics Education: Should We Bother
1 Introduction
2 How Do We Design ‘effective’ Experiments?
3 What Does It Mean to Measure or Evaluate ‘Student Experiences of Experimentation’?
4 How Do We Assess Students?
5 Discussion and Conclusion
References
Context and Transfer: How Physics Education Research Informs Teaching and Learning
1 Introduction
2 An Experiment
3 The White LED
4 Transfer of Learning
5 Back to the Bright Green LED
6 Summary
References
Teaching Thermal Phenomena and Irreversibility Through Playable Dice and Coin Toy Models
1 Introduction
2 Theoretical Background
3 Description of the TLS
3.1 Motivating Activity on Reversibility and Irreversibility
3.2 A Board Game on the Free Expansion of a Gas
3.3 Laboratory Activity on Thermal Equilibrium
3.4 Classroom Debate on the Foundations of Thermodynamics
4 Context and Data Collection
5 Data Analysis
5.1 Pre-test Data
5.2 Post-test Data
5.3 The Satisfaction Questionnaire
5.4 Some General Results from Students’ Interviews
6 Conclusions
References
Measuring Scientific Reasoning Using the LCTSR
1 Introduction
2 Methodology
3 Results
4 Conclusions
References
A Community of Learners on Laboratory Work. Design and Implementation of a Teacher Training Programme
1 Introduction
2 Theoretical Background
2.1 Practical Work
2.2 Teacher Training
3 Revised Framework for Our Teacher Training Programme
3.1 Linking Content, Practice and Research
3.2 Action Research
3.3 Focus on Teachers’ Beliefs
3.4 Sufficient Duration
3.5 Learning Community
4 Methods
5 Programme Implementation
5.1 Content
5.2 Programme Documentation
5.3 Participants
6 Results
6.1 Individual Questionnaire
6.2 Focussed Group Interview
6.3 The ‘Teaching Science as Inquiry’ Test
6.4 Individual Action Research Reports
7 Discussion and Conclusions
References
A Study on Engineering Freshman Conceptual Understanding of Newtonian Mechanics
1 Introduction
2 Method
2.1 The Sample
2.2 The Questionnaire
3 The Results
3.1 Score Distribution and Item Analysis
3.2 Cluster Analysis
4 Conclusions
References
Active Learning
Active Dissemination—Over Three Decades of Faculty Development in Active Learning
1 Introduction
2 National Microcomputer-Based Laboratory (MBL) Institute for Teachers of Physics (1987)
3 Other National Summer Institutes for College and Secondary Faculty
4 National Chautauqua Short Courses
5 Active Learning in Optics and Photonics (ALOP)
References
Strategies for Active Learning to Improve Student Learning and Attitudes Towards Physics
1 Introduction
2 A Systems Analysis of the Mental Processes Involved in Active Learning (Based on the Presentation of Gareth Jones at the Symposium)
2.1 A Particular Model of Mental Processes Involved in Learning by an Individual Student
2.2 An Example Illustrating Interaction with Other Students
2.3 Special Features of Advanced Physics Relevant to Active Learning and the Above Diagrams
3 Physics Theatre to Foster Active Learning in Students (Based on the Presentation of Marco Gilberti at the Symposium)
3.1 Active Learning Starting from Scientific Theatre
3.2 Theatre to Bridge the Gap Between Informal and School Activities in Milan: An Example
3.3 Comments and Perspectives
4 Active Learning in Teacher Preparation for Active Learning in High Schools (Based on the Presentation of Sergej Faletič at the Symposium)
4.1 The ISLE Framework
4.2 Didactics of Physics
5 Pre-service Science Teacher’s Experiences of Inquiry-Based Learning in Socio-scientific Contexts (Based on the Presentation of Eilish McLoughlin at the Symposium)
5.1 Theoretical Basis
5.2 Methodology
5.3 Findings
6 Discussion and Final Remarks
References
Innovative Projects
Max’s Worlds: An Innovative Project for K-6 Science Education
1 Introduction
2 Theoretical Foundations of Max’s Worlds
3 ErgoLand: Max’s Worlds Energy Suitcase
3.1 Content of ErgoLand
3.2 Activities with ErgoLand
4 Data Sources, Results, and Discussion of Experimentation of ErgoLand Materials
4.1 Students’ Learning
4.2 Students’ Awareness of and Attitude Toward Physics
5 Summary
References
Creativity Development Through Problem-Based Informal Science: The Case of Double Exceptionality Students
1 Introduction
1.1 Defining Creativity
1.2 Autism Spectrum Disorder (ASD)
2 Literature Review
3 Method
3.1 The Intervention Program
3.2 Sample
3.3 Instrument for Data Collection
3.4 Procedure for Data Analysis
4 Results
5 Discussion
References
3D-Printed Plasma Cathode Electron Source for Educational Purposes
1 Motivation
2 Fundamental Considerations
3 Design and Optimization
3.1 Operating Principle of the Plasma Electron Source
3.2 Design of the Plasma Electron Source
3.3 Simulation and Optimization
4 Conclusions
References
The Gecko® Approach to Friction: A Novel Teaching Learning Sequence
1 Introduction
2 Scientific Background
2.1 Tribology at the Micro and Nanoscale
3 Didactic Framework
3.1 Friction in Schools
3.2 Didactic Choices
4 The Gecko® Teaching–Learning Sequence
4.1 Preliminary Observations
4.2 Static and Dynamic Friction
4.3 Structural Properties
4.4 Guided Discussion
5 Results and Discussion
6 Conclusions
References