This book offers a comprehensive overview of the theoretical background and practice of physics teaching and learning and assists in the integration of highly interesting topics into physics lessons. Researchers in the field, including experienced educators, discuss basic theories, the methods and some contents of physics teaching and learning, highlighting new and traditional perspectives on physics instruction. A major aim is to explain how physics can be taught and learned effectively and in a manner enjoyable for both the teacher and the student. Close attention is paid to aspects such as teacher competences and requirements, lesson structure, and the use of experiments in physics lessons. The roles of mathematical and physical modeling, multiple representations, instructional explanations, and digital media in physics teaching are all examined. Quantitative and qualitative research on science education in schools is discussed, as quality assessment of physics instruction. The book is of great value to researchers involved in the teaching and learning of physics, to those training physics teachers, and to pre-service and practising physics teachers.
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1 Topics of Physics Education and Connections to Other Sciences |
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1 | (24) |
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2 Professional Competencies for Teaching Physics |
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25 | (30) |
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3 How to Teach a Teacher: Challenges and Opportunities in Physics Teacher Education in Germany and the USA |
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55 | (28) |
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83 | (30) |
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5 Nature of Scientific Knowledge and Nature of Scientific Inquiry in Physics Lessons |
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113 | (38) |
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6 Instructional Coherence and the Development of Student Competence in Physics |
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151 | (24) |
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7 Multiple Representations and Learning Physics |
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175 | (26) |
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8 Physical-Mathematical Modelling and Its Role in Learning Physics |
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201 | (30) |
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231 | (38) |
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10 Experiments in Physics Teaching |
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269 | (28) |
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11 Multimedia and Digital Media in Physics Instruction |
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297 | (40) |
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12 Instructional Explanations in Physics Teaching |
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337 | (24) |
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13 Language in Physics Instruction |
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361 | (22) |
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383 | (30) |
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413 | (26) |
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16 Methodical Basics of Empirical Research |
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439 | (38) |
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17 Qualitative Research on Science Education in Schools |
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477 | |
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Hans Ernst Fischer is retired Professor of Physics Education at the University of Duisburg-Essen in Germany. He held a research professorship of the DFG (German Research Foundation) and was Speaker of the DFG Research Group Science Education (nwu). During his career, he has also headed many research project of the German Federal Ministry of Education (BMBF), EU projects and many DFG projects. He is still a member of the research project of the BMBF SchriFT (Writing in lessons of different subjects). Between 2009 and 2016, he was Head of the Centre of Teacher Education at the University of Duisburg-Essen, and he is also past Vice President of the University of Duisburg-Essen and co-editor of the International Journal of Science Education. He has an extensive publication record.
Raimund Girwidz is Chair of Physics Education at Ludwig Maximilian University of Munich in Germany. Prior to taking up this position in 2011, he was Professor of Physics and Physics Education at theUniversity of Education Ludwigsburg, Germany, where he also held the role of Vice President with responsibility for research and postgraduate development. He has headed and participated in several research projects. Based on relevant findings concerning his research interests about teaching and learning in Physics, he has published extensively on teaching and learning with and about modern sensors, visualizations, and multimedia design of learning environments.
