Conveners
Parallel oral presentations TEACH: Parallel oral presentations 113 TEACH
- Iain Moore (University of Strathclyde)
Parallel oral presentations TEACH: Parallel oral presentations 212 TEACH
- Marian Kires (Institute of Physics Faculty of Science UPJS in Košice, Slovakia)
Parallel oral presentations TEACH: Parallel oral presentations 221 TEACH
- Stephen Gammell (Dublin City University)
Parallel oral presentations TEACH: Parallel oral presentations 312 TEACH
- Estelle Tison
Parallel oral presentations TEACH: Parallel oral presentations 411 TEACH
- Olga Gkioka (boğaziçi)
Parallel oral presentations TEACH: Parallel oral presentations 421 TEACH
- Eilish McLoughlin
Parallel oral presentations TEACH: Parallel oral presentations 521 TEACH
- Valentina Bologna
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Angelika Bernsteiner (University of Graz)6/30/25, 1:30 PMPhysics teacher education & Professional learning (TEACH)Oral presentation
To integrate nature of science learning opportunities for pre-service physics teachers into our teacher education program, we first investigate the pre-service teachers' perceptions of physicists. For this, we use an extended version of the Draw a Scientist test, supplemented by open-ended questions on knowledge, skills and personality traits associated with physicists, as well as the relation...
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Dr Dan Klein (Weizmann Institute of Science)6/30/25, 1:50 PMPhysics teacher education & Professional learning (TEACH)Oral presentation
The Rothschild-Weizmann program for excellence in science teaching grants teachers an MSc degree and involves advanced physics courses, going far beyond knowledge taught at Israeli schools. Clearly, such courses deepen content knowledge. However, it is unclear how they change graduates’ teaching. We used semi-structured interviews to study how the instructors of the physics courses view their...
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Lea Runge (IPN – Leibniz Institute for Science and Mathematics Education)6/30/25, 2:10 PMPhysics teacher education & Professional learning (TEACH)Oral presentation
In the physical sciences, today digital data acquisition (DDA) tools play a core role in empirically testing complex theoretical models. However, the integration of DDA into physics teaching remains infrequent, mainly because many teachers lack the professional skills to use these digital tools in classrooms. To address this challenge, we designed a long-term teacher professional development...
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Iain Moore6/30/25, 2:30 PMPhysics teacher education & Professional learning (TEACH)Oral presentation
Results from a survey of Scottish secondary science teachers are presented. This survey investigated methods of introducing electrical circuits. Biology, chemistry and physics teachers teach science as one discipline in most schools. Results indicate elements of the curriculum as defined are taught, but there is variation in delivery. There is no agreement on definitions, with electrons...
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Prof. Jozef Hanč (P. J. Safarik University)7/1/25, 9:20 AMPhysics teacher education & Professional learning (TEACH)Oral presentation
The rapid rise of generative AI offers new possibilities for teaching and learning in STEM education. Based on the DigCompEdu framework, our course integrates AI as a key module, providing pre-service STEM teachers with both practical skills and a conceptual understanding of AI models. Students engage with advanced prompting techniques and use AI to enhance their work as future teachers, e.g.,...
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Lorena Solvang (Karlstad University, Sweden)7/1/25, 9:40 AMPhysics teacher education & Professional learning (TEACH)Oral presentation
This study explored how physics teacher students use educational technology for visualizing physical phenomena during lesson planning. Ten students participated in lectures, an online session, and a workshop focused on GeoGebra, with data collection focused on the workshop. They evaluated and modified simulations, with video-data analysed using the TPACK framework. Most pairs collaborated...
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Marian Kires (Institute of Physics Faculty of Science UPJS in Košice, Slovakia)7/1/25, 10:00 AMPhysics teacher education & Professional learning (TEACH)Oral presentation
The digital competences of teachers, as defined in the DigCompEdu framework, play a key role in the digital transformation of education. The SELFIEforTeachers tool enables the assessment of teachers' preparedness to develop pupils' digital competences. The educational environment in schools should create conditions for active pupil learning, targeted competence development, and creative...
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Abdeljalil Metioui (Université du Québec à Montréal)7/1/25, 3:30 PMPhysics teacher education & Professional learning (TEACH)Oral presentation
Métioui_Abstract_Oral presentation: see proposal enclosed below.
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Deena Davis7/1/25, 3:50 PMPhysics teacher education & Professional learning (TEACH)Oral presentation
This study explores physics teachers' perceptions of the qualities needed for a competent physics teacher. Data was collected from twenty-two secondary physics teachers through a semi-structured questionnaire. The questionnaire was validated by seven experts using the Lawshe method. Thematic analysis will be employed to identify the key attributes essential for effective teaching. The findings...
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Dereje Aynekulu Dejene (NTNU)7/1/25, 4:10 PMPhysics teacher education & Professional learning (TEACH)Oral presentation
Poor student physics proficiency is a matter of concern in Ethiopia. This study explores in-service high school physics teachers’ conceptual understanding, knowledge of students’ understanding and teaching practices in mechanics in the context of Bahir Dar (Ethiopia) as a possible explanation. The FCI was administered in a three-tier approach with 11 teachers and interviews were conducted with...
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Stephen Gammell (Centre for the Advancement of STEM Teaching and School of Physical Sciences, DCU Faculty of Science and Health, Dublin City University, Ireland)7/1/25, 4:30 PMPhysics teacher education & Professional learning (TEACH)Oral presentation
Instructional practices in physics classrooms are recognised as having a strong influence on students’ lack of interest and continuation in studying physics. Teachers’ beliefs are reported to have a significant influence on their classroom practices. This study presents the beliefs of 32 secondary teachers' and their classroom practices, after completing a two-year professional learning...
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Ms Brenda Ixcuiname Saavedra (GIREP 2025)7/2/25, 9:00 AMInterdisciplinary topics (INTER)Oral presentation
This study explores an interdisciplinary strategy integrating physics and art to enhance students' understanding of the electromagnetic spectrum and the photoelectric effect. Through project-based learning, high school students analyse artworks using non-invasive spectroscopic techniques, experiment with UV light on currency security features, and explore artistic representations of...
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Sachiko Tosa (Niigata University)7/2/25, 9:20 AMPhysics teacher education & Professional learning (TEACH)Oral presentation
A peer mentoring system for helping college physics faculty members improve their teaching towards active-learning styles was implemented in Japan. Peer mentoring provides faculty members with opportunities to observe different ways of teaching physics and to receive advises from their peers. The results indicate that the peer mentoring system raises their motivation towards improving their...
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Dr Mario Humberto Ramírez Díaz (IPN)7/2/25, 9:40 AMPhysics teacher education & Professional learning (TEACH)Oral presentation
Preschool teachers make a great effort to show science content to the children they oversee, but the conceptual and operational tools they were provided with in their training are insufficient for them to design and evaluate meaningful scientific experiences. Therefore, it is important to provide them with elements that allow them to bring science closer to the children in an effective and...
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Estelle Tison (LDAR - Université Rouen Normandie)7/2/25, 10:00 AMPhysics teacher education & Professional learning (TEACH)Oral presentation
In France, one of the four parts of the Cycle 4 (grades 7 to 9) physics curriculum deals with energy. Teachers are asked to clarify the meaning of the words used to talk about energy, in order to link the concept of energy in physics with that of everyday life. Through a lexicographical analysis, we question the meaning given to these words by the authors of textbooks and official documents....
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Dr Dury Bayram (Eindhoven University of Technology)7/3/25, 9:00 AMPhysics teacher education & Professional learning (TEACH)Oral presentation
Education for Sustainable Development (ESD) equips learners with the knowledge, skills, and values for a sustainable future, yet remains limited in science curricula. This study explores: What are science teachers' views on student competences in ESD? How do they prioritize or dismiss these competences in their teaching? Using Q methodology and KADE software, we identified three factor arrays....
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Tereza Hrouzková (Palacký University Olomouc)7/3/25, 9:20 AMPhysics teacher education & Professional learning (TEACH)Oral presentation
In education, there is an increasing discussion about the need to transform teaching approaches. Traditional knowledge-oriented education, where the teacher holds a dominant role, is being replaced by methods where the student is an active participant in the learning process. In our study, we replaced traditional teaching methods with the E-R-R teaching framework. This model is designed to...
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Smadar Levy7/3/25, 9:40 AMPhysics teacher education & Professional learning (TEACH)Oral presentation
Five Phys-Cards games were designed and introduced over a four-year period in a national network of professional learning communities for high school physics teachers. The games consist of summative, hands-on activities that highlight physics concepts and support knowledge organization, using research-based pedagogical principles. Large-scale surveys and an analysis of teachers' classroom...
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Peitsa Veteli (Helsinki Institute of Physics (FI))7/3/25, 3:30 PMPhysics teacher education & Professional learning (TEACH)Oral presentation
To teach effectively, teachers should be capable of presenting clear and cogent arguments about their subjects. This is especially true in empirical sciences, where many curricula aim to make the students understand how scientific thinking on various fields of study creates new knowledge. Computational essays and open data from today’s research world can provide structural support and...
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Osman Aksit (Bogazici University)7/3/25, 3:50 PMPhysics teacher education & Professional learning (TEACH)Oral presentation
This study reports the preliminary results of an ongoing research which aims to explore a sample of Turkish preservice physics teachers’ reasoning of uncertainty in scientific measurements. The participants consisted of 23 preservice physics teachers. Data sources included written responses to the Physics Measurement Questionnaire (PMQ), laboratory reports, and in-depth interviews. The initial...
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Dr Farahnaz Sadidi7/3/25, 4:10 PMPhysics teacher education & Professional learning (TEACH)Oral presentation
Critical thinking (CT) is essential in physics education, yet teacher training often lacks effective preparation. This exploratory study, based on Halpern’s CT framework and behavioral theories, examines the challenges and attitudes of 23 German prospective physics teachers in a seminar on designing CT-integrated physics lessons. Inductive content analysis of discussions and pre-post...
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Dr Eilish McLoughlin7/3/25, 4:30 PMPhysics teacher education & Professional learning (TEACH)Oral presentation
Teachers often teach the way they were taught themselves as pupils in schools and research highlights that if teachers are to use inquiry methods, they must have met and used these practices as part of their own teacher education programmes. A core aspect of physics teacher learning is supporting them to reflect meaningfully on their classroom practices and experiences. This study examines the...
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Ms Aysegul Tuysuz (Gazi University)7/4/25, 1:00 PMEducational research methodology (METHOD)Oral presentation
This study is unique in examining how researchers encode components in Toulmin Argument Pattern (TAP)-based applications and their alignment with the TAP framework. Accurate coding practices are important given the increased emphasis on argumentation in PISA, the US National Research Council, and national curricula. As a result of the content analysis, it was seen that the researchers coded...
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Patrick Diepenbroek (Eindhoven School of Education)7/4/25, 1:20 PMOther research in Physics Education (OTHER)Oral presentation
This study explores dialogues in secondary schools physics lessons. Physics lessons in the 5th grade (15-17 yr-olds) were observed from nine teachers in six different Dutch secondary schools. Preliminary results show teachers generally assume an authoritative role for a long duration during class, and the contribution of students to dialogues shows varies. At the time of the conference, the...
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David Sands7/4/25, 1:40 PMCognitive science research (COGN)Oral presentation
Dual processing theories (DPT) are increasingly considered in physics education research. However, whilst DPT is an important aspect of thinking and reasoning, there is an impressive body of research suggesting that the primary mechanism of reasoning is via the formation of mental models. Though traditionally viewed as separate topics within cognitive psychology, it might be expected that a...
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Giovanna MODUGNO (University of Bologna, Physics and Astronomy Department), Valentina BOLOGNA (University of Trieste, Teaching and Learning Centre)7/4/25, 2:00 PMCognitive science research (COGN)Oral presentation
This study investigates the cognitive demand of standard versus non-traditional Physics problems developed in the ISLE (Investigative Science Learning Environment) approach. Referencing Revised Bloom’s Taxonomy, we analyze tasks identified by action verbs in problem statements from Italian high school textbooks, comparing them to a reference sample of non-traditional problems. Our comparison...
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