This book presents a comprehensive collection of recent developments in Physics Education Research. Expert authors contribute chapters reflecting insights gained from years of experience and recent research advancements. The book begins with general frameworks and guidelines for teaching and learning physics. It then examines experience-based learning, including experiential learning, inquiry-based learning, and remote experimental activities. Further, it addresses the teaching and learning of complex topics such as environmental science and contemporary physics. Finally, it focuses on teacher education, a crucial area for translating research into classroom practice. Together, these chapters provide a comprehensive overview of the latest advancements in teaching and learning physics.

About the Author

Sergej Faletič holds a degree in physics education and a Ph.D. in physics. He is an assistant professor at the University of Ljubljana Faculty of Mathematics and Physics, specializing in physics education since 2006. His research focuses on teaching and learning quantum mechanics at the pre-university level and designing effective laboratory and project work. He is a key figure in the GIREP thematic group on quantum mechanics education. He has contributed to projects developing scientific competencies and integrating the International Young Physicists' Tournament into curricula. He primarily educates high-school physics teachers and communicates physics topics, with over ten years of active participation in GIREP conferences and related activities.

Jerneja Pavlin, Ph.D., is an Associate Professor of Physics Education at the University of Ljubljana, Faculty of Education, Slovenia. Her research explores various physics and science teaching methods, including outdoor education, 3D sub-microscopic representations, didactic games, inquiry-based learning, and peer instruction. She also focuses on scientific literacy and integrating contemporary science into physics education. She participates in multiple research projects, such as NA-MA POTI, AR Physics, movement-dance stories, connectedness with nature, and organizing early school-aged students' free time with digital technologies.

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