Physics Education Today: Innovative Methodologies, Tools and Evaluation

Introduction
Contents
Selected Keynote
Lessons Learned and Unlearned: A Lifelong Journey with ‘Active Learning’ as a Constant Companion
	1 The First Few Steps on the Active Learning Journey
	2 Introducing Active Learning to the Asian Physics Education Network, and to My Own University
	3 Developing an Active Learning Strategy for Developing Countries Throughout the World
	4 Conclusion
	References
Selected Symposia
Supporting Educational Transitions in Physics
	1 Introduction
	2 Educational Design Research
	3 The Initial Design Cycle: Literature Review
	4 Supporting Practitioner Inquiry
	5 Rich Tasks in Physics and Mathematics
	6 Conclusions
	References
Enhancing Mathematization in Physics Education by Digital Tools
	1 Introduction
	2 Selected Digital Tools: Potential and Difficulties
	3 Status of Research and Theoretical Background
		3.1 Visualization, Modeling and Mathematization
		3.2 Smartphone Apps
		3.3 GeoGebra
		3.4 Computational Modeling Environments
	4 Interpretation of Graphs Generated by Phone Apps
		4.1 Research Questions and Method
		4.2 Results
	5 Implementation of GeoGebra to Facilitate Mathematization
	6 Professional Development of Physics Teachers with Computational Modeling
		6.1 Research Approach
		6.2 Context
		6.3 Design of Pilot Version
		6.4 Findings—Pilot Version
		6.5 Design of Final Version
		6.6 Findings—Final Version
	7 Conclusion
	References
Symposium on Teaching and Learning Quantum Physics
	1 Introduction
	2 Theoretical Frameworks
	3 Methods
	4 Results
		4.1 What to Teach?
		4.2 Tools and Approaches
		4.3 Challenges and Opportunities
		4.4 Choice of Approach
		4.5 Teacher Training
	5 Discussion
	6 Conclusion
	References
Strategies for Active Learning and Assessment of the Learning Processes
	1 Introduction
	2 Active Learning
	3 Modelling as a Key Strategy in Active Learning
	4 Real Remote Laboratory to Actively Involve Students in Remote Learning Activities
	5 Formative Assessment of Inquiry Learning in Science
	6 Implementation of Active Learning Strategies Enhanced by Formative Assessment Tools
		6.1 Making Predictions as a Natural Part of the Inquiry Activities
		6.2 Peer Assessment in Project-Based Learning
		6.3 Exit Card 3–2–1 as a Metacognitive Formative Assessment Strategy
		6.4 Self-Assessment as a Strategy to Reflect on a Student’s Own Learning
	7 Discussion and Final Remarks
	References
Selected Oral Presentations
Enhancing Second-Level Physics Students’ Energy Literacy
	1 Introduction
	2 Methodology
	3 Findings
		3.1 Literature Review
		3.2 Pedagogical Approach
		3.3 Piloting of ENERGE Teaching and Learning Materials
	4 Teacher Feedback on ENERGE Activities
	5 Student Feedback on ENERGE Activities
	6 Conclusions
	References
An Assessment Rubric for Future Teachers’ Ability to Design Experiments
	1 Introduction
	2 Designing Experiments
	3 An Assessment Scheme for the Design of Experiments
	4 Methodology of the Pilot Study
		4.1 Research Questions
		4.2 Sample and Conditions of the Research
		4.3 Content of Diagnostic Tests and Data Collection
	5 Results
		5.1 Statistical Analysis
	6 Conclusions
	References
The Influence of Digital and Paper-Based Homework-Solving Methods on Students’ Academic Performance and Attitude Towards Physics
	1 Introduction
		1.1 Generational Differences in Education
		1.2 Handwriting, the Traditional Way of Learning
		1.3 Using Digital Tools in Teaching and in the Physics Class
	2 Research Method and Research Design
		2.1 Sample
		2.2 Instruments
	3 Results and Discussion
		3.1 Statistical Methods
		3.2 Results of the Investigation
	4 Conclusion
	References
The Many Roles of Metaphors in Learning and Doing Physics
	1 Introduction
	2 The Role of Metaphors in Learning and Doing Physics: Insights from Physics Education Research
	3 The Role of Metaphors in Learning and Doing Physics: Insights from the History & Philosophy of Science
	4 How Can Metaphors Be Put to Good Use in Physics Education?
		4.1 Conceptual Metaphors as Embodied Mechanisms
		4.2 Enactive Metaphors as Figures of Actions
		4.3 Metaphors as Aids to Imagination
	5 Conclusion
	References
Contribution of Inquiry-Based Physics Teaching and Learning in Initial Teacher Training
	1 Introduction
		1.1 Research Objectives
	2 Research Methodology
		2.1 Participants
		2.2 Instruments
		2.3 Procedure
	3 Results
		3.1 Description of the Inquiry Activities Developed in Physics Class
		3.2 Relationship Between the Type of Course and the Previous Experiences with the Inquiry Activities Perceived by the Students
	4 Conclusions
	References
Astronomical Methods and the Terrestrial Climate: An Estimation of the Earth’s Albedo Based on Self-Obtained Data
	1 Relevance of Self-Recorded Data
	2 Significance of the Earth’s Albedo
	3 Principles of Albedo Determination
		3.1 Brief Outline of the Classical Methods
		3.2 Simple Realization by Means of Modern Camera Technology
		3.3 Corrections for Scattered Light
		3.4 Possible Alternatives for the Implementation
	4 Conclusions
	References
Spacetime Globe: A Teaching Proposal for the Didactic of Special Relativity
	1 Introduction
	2 Spacetime Globe
	3 Experimentation
	4 Result
		4.1 Pre-test
		4.2 Post-test
	5 Conclusion
	References
The Analysis of Conspiracy Theories as a Stimulus to Active Learning
	1 Introduction
	2 Activity—Analysis of 5G Conspiracy Theory
		2.1 The Activity’s Preparation Process
		2.2 Implementation and Experience
	3 The Evaluation of Students’ Approaches to Form and Formulate Opinion About 5G Technology
	4 Conclusion
	References