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Intro -- Introduction -- Contents -- Papers from Keynote Contributions -- The Role of Metaphors in Teacher Education in Physics -- 1 Introduction -- 2 Conceptual Metaphor Theory -- 3 Conceptual Metaphor in Physics -- 3.1 The Concept of Energy -- 3.2 Continuum Physics -- 4 Examples of Research Projects in Student Teacher Education in Physics -- 4.1 The PPSE-Primary Physical Science Education Project -- 4.2 Fundamental Conceptual Metaphors in Electric Circuits -- 5 Summary -- References -- Young Children Interacting with the Physical World -- 1 Introduction -- 2 Theoretical Framework: Inquiry as the Driver for Learning About Physics Concepts -- 3 Practical Examples of Children's Inquiry of the Physical World -- 4 The Impact of Inquiry-Based Learning with Young Children -- 5 Discussion -- 6 Conclusion -- References -- An Educational Perspective on the Connections Between Physics and Mathematics -- 1 Introduction -- 1.1 Historical Aspects -- 1.2 Aspects from Physics as a Science -- 1.3 Educational Aspects -- 2 Teaching and Learning the Interplay of Physics and Mathematics -- 2.1 The School Physics Perspective on Mathematics -- 2.2 Aspects of the Interplay: Syntax, Semantics and Communication -- 2.3 The Mathematics Perspective -- 3 Empirical Results -- 3.1 Knowledge and Views of Students -- 3.2 Students' Strategies in Problem-Solving with Focus on the Interplay of Physics and Mathematics -- 3.3 What Are Teachers Saying and Doing? -- 4 Conclusion and Implications -- 4.1 What Can Be Recommended to Teachers? -- 4.2 What is Still to Be Researched? -- References -- Recent Developments in Physics Teacher Education in the USA: Toward a Broad Research Agenda -- 1 Introduction -- 2 T-TEP Report: Results -- 3 DHAC -- 4 Research Questions -- 5 Discussion -- References -- Position Papers by Workgroup Leaders.
The Development of Experimental Skills, the Role of Digital Technologies and Multimedia in Physics Teacher Education -- 1 Introduction -- 2 The Role of Experimental Skills -- 3 Background -- 4 Subject-Specific Digital Technologies and Multimedia in Physics Teacher Education -- 4.1 Which Subject-Specific Technologies Are Specifically Relevant and Positively Contribute to Physics Teaching and Learning? -- 4.2 Which Competencies Do a Physics Teacher Need to Have to Use Digital Technologies in a Meaningful Way in Physics Lessons? -- 4.3 What Are Effective Approaches to Be Used in Teacher Education to Acquire These Competencies? -- 4.4 How Can We "Test" These Competencies? -- 5 Recommendations -- References -- Approaches and Teaching Resources for Teacher Education in Quantum Physics -- 1 Introduction -- 1.1 Topics of the Workgroup -- 1.2 The Workgroup Discussion -- 2 Results of the Discussion -- 2.1 Teaching Resources for Teacher Education -- 2.2 Characteristics of a Successful Teacher Education Program -- 3 Position -- 3.1 Learning Goals -- 3.2 Experiencing a Proposal -- 3.3 Planning a Teacher Education Program -- 3.4 Additional Points -- References -- Three Formats of Physics Education at Primary Level -- 1 Introduction -- 2 Formal, Non-formal, and Informal Learning -- 2.1 Formal Learning -- 2.2 Non-formal Learning -- 2.3 Informal Learning -- 2.4 Different Types of Learning in Physics Education -- 3 Primary Education -- 4 Teachers' Education for Primary Level -- 5 Conclusions -- References -- Pre-service Physics Teacher Education at Primary and Secondary Levels -- 1 Introduction -- 2 Work Group 5 Discussions -- 2.1 Developing Competencies of Pre-Service Teachers that Effectively Enhance Physics Teaching and Learning in Active Learning Environments.
2.2 Challenges and Potentialities of Physics Teacher Education to Develop Teachers' Competencies for Online Teaching -- 2.3 Preparing Non-Physicists to Be Physics Teachers: Is that Remotely Possible? -- 3 Conclusions -- References -- Strategies for Enhancing Physics Teacher Education at Secondary and University Level -- 1 Introduction -- 2 Methodology -- 3 Findings -- 3.1 Question I: What Strategies Are Used for Physics Teacher Professional Learning at Secondary Level? -- 3.2 Question II: What Qualification is Required for Educators/Instructors to Teach at Tertiary/University Level? -- 3.3 Question III: What Opportunities for Professional Learning Are Available-In Your School, University, District, Region, or Country? -- 3.4 Question IV: What Is the Focus of Professional Learning Opportunities Provided-Content, Pedagogy, or Both? -- 3.5 Question V: What Online Resources Are Available to Support Teacher Professional Learning? -- 3.6 Question VI: What Are the Possible Incentives/Barriers to Implementing Pedagogical Innovations? -- 3.7 Question VII: How Is the Impact of Professional Learning of Teachers/Educators/Instructors Measured? -- 4 Conclusions -- References -- Initial Teacher Training -- Prospective Primary Teachers Education on DC Electrical Circuits -- 1 Introduction -- 2 Research Questions -- 3 Research Methodology -- 4 Data Analysis -- 5 Concluding Remarks -- References -- Encouraging a Laboratory Approach in Physics Teaching: A Case Study for Preservice Elementary Teachers at Roma Tre University -- 1 Introduction -- 2 The Proposal -- 2.1 First Lesson: Retracing the Scientific Method -- 2.2 Second Lesson: An Example of an Educational Activity -- 2.3 Third Lesson: Get Your Hands on Physics -- 2.4 Fourth Lesson: Building a Wealth of Resources and Tools -- 2.5 Student Participation -- 3 Feedback Received -- 4 Discussion and Conclusions.
References -- Physics for Primary School Teachers in Italy: Comparative Analysis in a Dedicated Survey -- 1 Introduction -- 2 The Reasons for a Survey and Its Structure -- 3 Results of the Survey -- 4 A National Meeting on Primary Scientific Education -- 5 Conclusions -- References -- COSID-20: Design and Testing of a Home-Kit for Physics Laboratory at a Distance with Future Teachers -- 1 Introduction -- 2 The COSID-20 Project -- 3 The Home Kit -- 4 The Content of the Kit -- 5 Results -- 6 Conclusions -- References -- Teaching Approaches to Facilitate Learning -- The Influence of Arduino-Based Student Experimentation on the Development of Students' Skills and Competences -- 1 Introduction -- 1.1 The Changing Concept of Knowledge -- 1.2 Physics Curriculum-Goals of Physics Teaching -- 1.3 Lesson Planning -- 2 Aim of the Study -- 3 Research Method and Research Design -- 3.1 Method -- 3.2 Sample -- 3.3 Research Questions (RQ-S) -- 3.4 Research Model -- 3.5 Instruments -- 4 Results and Discussion -- 4.1 Results of the Preliminary Test -- 4.2 Results of the End-Of-Unit Test (Post-Test) -- 5 Conclusion -- References -- SVELAMI-B Project: Online Physics Activities Within STEM Education -- 1 Introduction -- 2 Physics in STEM Education, with Attention to the Gender Gap Issue -- 2.1 LabEx Experience -- 2.2 Multidisciplinarity -- 2.3 Students' Engagement and Digital Technologies -- 2.4 Educational Enhancement of the Activities -- 3 Results, Discussion, and Perspectives -- 3.1 Gender Issue -- 3.2 Replicability -- References -- Impact of New Criteria for Accreditation of Physics Degrees in the UK and Ireland: Implications for Staff Development and Support -- 1 Introduction -- 2 Accreditation Requirements -- 3 Impact of the Accreditation Criteria on Students and Academics -- 4 Discussion and Conclusion -- References.
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Physics Teacher Education : More about What Matters / / Joan Borg Marks and Pauline Galea, editors
