Concepts, Strategies and Models to Enhance Physics Teaching and Learning

McLoughlin, Eilish|van Kampen, Paul

ISBN 10: 3030181367 / ISBN 13: 9783030181369

Published by Springer International Publishing, 2019

About this Item

Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Shares evidence-based practices for improving physics teaching, learning, and assessment&nbspExplores innovative approaches to undergraduate physics education&nbspDiscusses curriculum desi.

Seller Inventory # 283282577

Bibliographic Details

• Title: Concepts, Strategies and Models to Enhance Physics Teaching and Learning
• Publisher: Springer International Publishing
• Publication Date: 2019
• Language: English
• ISBN 10: 3030181367
• ISBN 13: 9783030181369
• Binding: Gebunden
• Condition: New
• Seller catalogs:
  • Mathematik/Naturwissenschaften/Technik/Medizin

About this title

Synopsis

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. 

About the Author

Eilish McLoughlin is an Associate Professor at the School of Physical Sciences and Director of the Research Centre for the Advancement of STEM Teaching and Learning (CASTeL) at Dublin City University. She holds a PhD in Experimental Surface Physics, and over the past 18 years her interests have evolved to focus on physics and science education research. She has led and collaborated in over 30 research projects at the EU, national, and local level that examine the development of curriculum, instruction and assessment models that target integrated STEM and inquiry approaches, at all levels of education, from primary school to the doctoral level. She co-leads the physics initial teacher education programme at Dublin City University and has led several projects that help teachers, both in-service and pre-service, adopt innovative practices in their classrooms and enhance student identity in Physics/STEM. She has received recognition for her leadership in STEM Education and engagement across formal and informal contexts, e.g. the NAIRTL National Award for Teaching Excellence (2010); Young Professional Physicist of the Year Award (2016); Dublin City University’s President Award for Public Engagement (2017); and the Institute of Physics Lise Meitner Medal (2018).

Paul van Kampen is an Associate Professor at the School of Physical Sciences and researcher at the Centre for the Advancement of STEM Teaching and Learning (CASTeL), Dublin City University. Holding a PhD in experimental atomic physics, his current research interest is in the research-based development of teaching-learning sequences in university-level physics and science teacher education. He teaches physics and physics education at the undergraduate and graduate level, and is actively involved in science teacher education. He was honoured with the NAIRTL National Award for Excellence in Teaching Award for Excellence in Teaching and Learning in 2012, and currently chairs the Irish National Councilfor Curriculum and Assessment’s Development Group for Junior Cycle Science.