Titlebook: Research and Innovation in Physics Education: Two Sides of the Same Coin; Jenaro Guisasola,Kristina Zuza Book 2020 The Editor(s) (if appli

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Dialogue on Primary, Secondary and University Pre-service Teacher Education in Physics,taly is presented with the quality of primary teacher education and the difficulties in secondary teacher education, which is then discussed here on the light of the main researches and EU projects. The analysis of the 115 answers to a questionnaire evidence the main needs in teacher education of re

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Concerns About Relevant Physics Education in a Technological World: An Overview of GIREP Participand and discussed. In the framework of a meeting, participants were invited to formulate some questions to be debated by a panel of experts during the event. A content analysis was performed using both qualitative and quantitative simple approaches in order to detect teachers’ concerns with the aim to

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Critiquing Explanations in Physics: Obstacles and Pedagogical Decisions Among Beginning Teachers,Based on a typology of these responses and some hypotheses on the main factors of critical passivity, suggestions are made to facilitate the activation of a critical attitude in this population. The document recommends enlightening the pedagogical choices of explanations through a multi-criteria ana

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,Results of a Design-Based-Research Study to Improve Students’ Understanding of Simple Electric Circstance. Effective reasoning about electric circuits, however, requires a solid understanding of the concept of voltage. Against this background, a new teaching concept based on the electron gas model was developed with the goal to give students a qualitative but robust conception of voltage as a pot

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Teaching Particle-Wave Duality with Double-Slit Single-Photon Interference in Dutch Secondary Schoonstration experiment for particle-wave duality (double-slit single-photon interference) which was supplemented by the PhET applet quantum wave interference. Preconceptions on particles and waves were assessed in a pretest. Interviews were conducted with 24 students in 4 schools after the demonstrati

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Eye-Movement Study of Mechanics Problem Solving Using Multimodal Options,ol students from Finland took part in the study. We found that students who preferred either the text or graph representations watched the options differently, but they used both representations to be sure of their solution. Transitions between text and graph alternatives were different for students