GIREP-EPEC 2025 Conference, Leiden, The Netherlands

30 Jun 2025, 08:00 → 4 Jul 2025, 17:45 Europe/Amsterdam

Leiden University, Gorlaeus building

Paul Logman (Leiden University)

GIREP-EPEC 2025 Conference, Leiden, The Netherlands

Transforming physics learning via Research & Practice

The GIREP-EPEC 2025 Conference will be held in Leiden, The Netherlands. It is organized by the International Research Group on Physics Teaching – GIREP [Groupe International de Recherche sur l’Enseignement de la Physique], the European Physical Society, and two institutes at Leiden University: the Leiden Institute of Physics (LION), the Leiden University Graduate School of Teaching (ICLON), and Onderwijsnetwerk Zuid-Holland (ONZ).

     

The live programme is planned from Monday morning until Friday afternoon and will consist of plenary talks, parallel oral sessions, symposia, panel discussions, workshops, and poster sessions. In addition, social events will allow you to both network and experience Leiden and The Netherlands optimally. Excursions are planned on Wednesday afternoon.

Preceding the GIREP conference a first GIREP Summer School will be held in Leiden as well. More info can be found via the link on the left.

We are looking forward to welcoming you to Leiden, The Netherlands, in July 2025! You can already prepare for your stay by checking the tourist information on Leiden and The Netherlands by following the links on the left.

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An overview of important dates can be found here.

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The conference venue: Gorlaeus building, Leiden University, The Netherlands

Monday 30 June

08:00 → 09:30 Registration

09:30 → 11:00 Opening ceremony

09:30 Welcome by GIREP vice-president Dagmara Sokołowska & EPS-EPEC president Sascha Schmeling

Speakers: Dagmara Sokołowska, Dr Sascha Schmeling (CERN)

09:40 Welcome by Scientific Director LION Sense Jan van der Molen

09:50 Welcome by Scientific Director ICLON Fred Janssen

10:00 PER: looking back; looking forward

The first publications in physics education research can be traced to the early 20th Century. However, intense research and development has occurred primarily over the last 50 years. This panel discussion on the evolution of Physics Education Research (PER) over the past 50 years will focus on some key developments since about 1970.

Panel members will share some of their most prominent personal experiences, frustrations, successes and failures while having been active for these 50 years in our field.
By doing this, we will also trace some of the field's development from its nascent stages, focusing on key milestones and influential studies that have shaped our understanding of physics learning. The panel will delve into the shift from traditional instruction to more student-centered, active learning pedagogies, including the role of conceptual change, problem-solving strategies, and the use of technology in the classroom. The panel will also look towards the future and briefly discuss emerging efforts, such as artificial intelligence, and their potential influence on PER.

The panel session aims to provide (younger) PER members some valuable lessons we learned the hard way.

Speakers: Dean Zollman, Marisa Michelini, Ton ELLERMEIJER

Panel_Ell_Zoll_Mich.docx

11:00 → 11:30 Coffee break

11:30 → 12:30 Keynote speaker: Ricardo Karam - MATH

Conveners: André Heck (University of Amsterdam), André Heck (University of Amsterdam)

11:30 The complexification of physics: Historical episodes and educational implications

Complex numbers were created (or discovered?) by Italian mathematicians in the 16th century as pragmatic tools to solve cubic equations, and not much attention was given to ontological questions about their “existence”. However, this changed significantly in the end of the 18th century, when complex numbers were given a geometrical interpretation. Such concretization motivated physicists to use these numbers to model numerous phenomena, a process that has been called “complexification of physics” by Salomon Bochner. In this talk, different historical episodes will be presented, highlighting, in each case, how and why complex numbers became useful to physicists. Taken together, these examples provide a rather nuanced and pluralistic picture of the interplay between mathematics and physics, and its educational implications.

Speaker: Ricardo Karam

GIREP_25_Ricardo_Karam.docx

12:30 → 13:30 Lunch

13:30 → 15:00 Parallel oral presentations: Parallel oral presentations 111 MATH

Convener: Kristina Zuza (UPV/EHU (Applied Physics Department))

13:30 Global Blind Spot in Understanding Trigonometric Derivatives: A Multinational Analysis

This study identifies a global challenge in mathematics and physics education: a widespread "blind spot" of trigonometric derivatives and their implications for physical systems. Data were collected from 700 university science students across four countries: Israel, USA, China, and India. Findings show that 70%-80% of participants were unaware that these derivatives differ when measured in degrees versus radians, highlighting a systematic gap. In the context of harmonic oscillation, incorrect responses dropped to 35-45%, yet many still struggled to explain why radians are necessary. The consistent results across countries emphasize the need for targeted pedagogical strategies to address this issue.

Speaker: Yossi Ben Zion (Department of Physics, Bar-Ilan University, Ramat-Gan 52900, Israel)

GIREP_abstracttemplate_trig_abstract.docx

13:50 Teachers, Students, and the Physmatics Between Them

The interplay between mathematics and physics in teaching and learning physics is attributed to a distinct domain, "Physmatics," encompassing unique skills and thinking modes. Students often face difficulties in this domain, yet these difficulties and their link to physmatic skills remain underexplored. This study analyzed recordings of high school physics lessons to identify connections between physmatic skills teachers aim to develop and students' exhibited difficulties. The findings reveal a system of relationships between these skills and difficulties, offering insights to enhance physics teachers' physmatic pedagogical content knowledge (PCK).

Speaker: Mrs Hadas Levi (the Hebrew University of Jerusalem, Lev Academic Center)

GIREP2025_abstract_Hadas_Levi.docx

14:10 Roles of mathematics in physics education: a systematic review

Mathematics plays many roles in physics and physics education. Although these roles have previously been widely discussed in the physics education research community, no systematic picture of the multifaceted considerations has yet been formed. To gain a comprehensive overview of the existing studies on this topic, we have conducted a systematic literature review. In this presentation, we will outline the employed review and analysis methods and discuss our findings along with their implications.

Speaker: Elina Palmgren

GIREP-abstract-Palmgren-Kokkonen-Bruun.docx

14:30 University students’ difficulties related to transformation between graphical and algebraic representations in the case or non-constant acceleration kinematics

Abstract. The aim of this work is to detect the difficulties of second year (3rd semester) chilean students in kinematics with non-constant acceleration. The focus is on questions in which students receive the information in one representation (graphical or algebraic) and have to transform and answer in the other. The analysis was carried out by phenomenography, which allowed us to categorise the students' answers. The initial results show that although difficulties appear in both transformations, transformation from graphical to algebraic is more challenging for them. These results are intended to guide a future TLS to help students overcome the difficulties detected.

Speaker: Kristina Zuza (UPV/EHU (Applied Physics Department))

GIREP 2025_Non-constant-acceleration-kinematics_Graphics-Algebraic.docx

13:30 → 15:00 Parallel oral presentations: Parallel oral presentations 112 QUANT

Convener: James Freericks

13:30 Pre-service teachers’ flexible use of classical and quantum ontologies during a Kundt’s tube analogy assignment

SER literature calls for a less formal approach to quantum mechanics education. We designed such a lesson based on Glynn’s Teaching-With-Analogies model with Kundt’s tube and a quantum well. We researched its implementation asking: What classical and quantum ontologies do Preservice Teachers use? Nine PSTs participated. Qualitative analysis of group dialogues revealed that the PSTs used five different ontologies in a flexible manner. Each group used specific subsets of ontologies across the comparative questions. The lesson and analysis effectively made PSTs preferred ontologies transparent. Implications for teacher training and possibilities for further studies are discussed.

Speaker: Mr Paul de Haas (Institute for Science Education, Radboud University)

GIREP25_abstract_EPJdeHaas.docx

13:50 How to teach quantum physics to humanistic students and why

The teaching of physics in secondary schools not focused on science is highly ineffective. It encounters significant challenges due to students’ low motivation and interest, while being perceived as arid. Therefore, it is imperative to reflect on the aims of school education and subsequently endeavour to present the learning of physics as a cultural enrichment rather than merely a prerequisite for potential future scientific pursuits. Here, I present a decade-long teaching experience conducted in a secondary school with humanities focus, particularly concerning quantum mechanics, alongside a reflection on what might constitute an appropriate cultural education for physics teachers.

Speaker: Leonardo Colletti (Liceo Classico e Linguistico "G. Carducci")

GIREP-2025_abstract-leonardo-colletti.docx

14:10 Factors that Support Classroom Implementation of Quantum Concepts in High School

The Quantum for All project, funded by the US National Science Foundation, provided opportunities for students to learn about various aspects of quantum science by providing professional development for high school STEM educators to learn and practice quantum information science and engineering (QISE). This paper will share qualitative analysis from the feedback surveys highlighting the components of the professional development that were most useful to teachers and identify any common content threads as well as pedagogical approaches that seem to be most influential in supporting classroom implementation.

Speaker: Karen Matsler (UT Arlington)

GIREP23_abstract Matsler.docx

14:30 Teaching quantum mechanics without waves or matrices

In 1925, quantum mechanics was discovered by Heisenberg in the form of matrix mechanics, which was quickly superseded by Schrödinger’s wave mechanics in 1926. The former worked in an energy eigenspace representation, while the latter predominately in a position-space representation. There is a third way to formulate quantum mechanics in a representation-independent fashion, that I call operator mechanics. In this talk, I will describe how operator mechanics works and show how to teach quantum mechanics this way. The work I discuss is summarized in a forthcoming book called Quantum Mechanics Done Right from Springer-Nature.

Speaker: James Freericks

GIREP23_abstracttemplate (1).docx

13:30 → 15:00 Parallel oral presentations: Parallel oral presentations 113 TEACH

Convener: Iain Moore

13:30 How do pre-service physics teachers envision physicists?

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 towards the physics community. The pre-service teachers' drawings show physicists experimenting, calculating and theorizing. However, they mostly assign these physicists content knowledge, rather than epistemic knowledge. This highlights an aspect to be addressed in physics teacher education.

Speaker: Angelika Bernsteiner (University of Graz)

GIREP_Abstract_anonymized.docx

13:50 Supporting Teachers in Planning and Implementing Digital Data Acquisition in the Physics Classroom

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 program (TPDP) consisting of five cumulative units, covering the basics of DDA systems and giving teachers the opportunity to practice the use of DDA tools in their own classes. Our submission provides insights into the TPDP’s design, including preliminary results of our accompanying research.

Speaker: Lea Runge (IPN – Leibniz Institute for Science and Mathematics Education)

GIREP25_Runge.docx

14:10 The introduction of circuits in secondary science education: teachers’ views on confidence and content

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 featuring heavily in those of current. This may be problematic as students move towards later phases of their education. Median confidence in teaching the topic is lower for non-physicists and significant concerns are raised amongst specialists about impact on students.

Speaker: Iain Moore

GIREP abstract - Iain Moore.docx

14:30 Advanced physics courses for teachers – Physicists’ perceptions

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 influence on teaching. So far, we have found that they wish to promote a deeper understanding of physics, but also other goals which are less explicit in their courses’ syllabi: programming skills, relating physics to “real life”, and academic writing. Interestingly, the physicists’ adherence to academic freedom hinders their cooperation with their fellow instructors.

Speaker: Dr Dan Klein (Weizmann Institute of Science)

Klein_talk_proposal_Feb.docx

13:30 → 15:00 Parallel oral presentations: Parallel oral presentations 114 INSTR

Convener: Jenaro Guisasola

13:30 Fluid Mechanics and the Ways Pupils Think

The design of physics education and learning materials in Slovakia is mostly based on constructivist theory, which emphasises pupils’ experiences and prior knowledge as important parts of their learning. However, newer approaches are currently used globally. We applied selected principles from cognitive neuroscience to designing learning materials concerning fluid mechanics. Within this article, we present research on how the use of these materials affects pupils’ ideas. Results showed that pupils’ ideas significantly shifted towards the normative state, and overall, the results of summative assessment in research groups were better or the same as those in the control group.

Speaker: Daša Červeňová (Comenius University)

GIREP25_abstract_Červeňová_Demkanin.docx

13:50 College Science Students’ Scientific Reasoning in Kinematics: A Resources Framework Analysis

College physics education aims to develop students’ knowledge of fundamental and interconnected physics concepts such as kinematics. Previous research has examined students’ understanding of kinematics in various studies addressing naïve beliefs, misconceptions, learning difficulties, and knowledge-in-pieces framework. This study explores students’ reasoning in kinematics based on resources framework analysis. Participants were 198 college science students who solved a physics problem, and then, 40 of those students joined an interview. Phenomenographic analysis showed that students used procedural, epistemic, and argumentative resources in their solutions. The study has implications for instructional design in college physics education.

Speaker: Dr Özden Şengül (Boğaziçi University)

GIREP23_abstracttemplate-2.docx

14:10 The impact of different representation types in multi-representational physics instruction

Multiple representations are important in physics education as they help students connect concepts, visualize phenomena, and develop a deeper understanding through various modes of representation. However, students often struggle to interpret these different forms of information, which can hinder learning. We examined how pre-service teachers use multiple representations to understand interference and diffraction using eye tracking. Eye-tracking data were recorded during pre- and post-tests and learning. Results indicated the critical role of mathematical representations and suggested that extracting information was easiest from verbal representations. These findings provide insights into how representations support conceptual understanding.

Speaker: Ana Susac

GIREP_2025_Susac.docx

14:30 Students’ epistemic difficulties in analysing Energy Transfer Problems in Mechanics

The teaching of the concept of energy, along with the processes of energy transformation and transfer in Newtonian mechanics, is a complex issue that continues to present significant pedagogical challenges. This study examines the epistemic practices of High School students (ages 16-18) in Argentina and Spain when solving problems related to energy transformation, transfer, and the application of the principle of conservation of energy in Newtonian Mechanics. The responses to the problems we administered reveal that many students fail to explicitly define the system and its environment when analyzing energy transfer phenomena, leading to confusion and conceptual errors in their understanding of energy.

Speaker: Jenaro Guisasola (DUAL ENGINEERING SCHOOL, Machine Tool Institute (IMH) Elgoibar, Spain and Donostia Physics Education Research Group (UPV/EHU).)

GIREP25-Epistemic Difficulties Energy.pdf

13:30 → 15:00 Parallel oral presentations: Parallel oral presentations 115 CONT

Convener: Pradip Deb (RMIT University Australia)

13:30 Exploring secondary school students’ operationalisation of relativistic thought experiments

Special relativity is a challenging topic for secondary school students due to its abstract and counterintuitive nature. Thought experiments are often used to make relativistic effects tangible. Prior research has shown that students often express thought experiments in intuitive operationalisations, rooted in everyday experiences. We developed and evaluated a three-part lesson series focusing on simulation-based inquiry activities to familiarise students with the formalism of spacetime events. We found that the simulation activities helped students to operationalize displacement, relative velocity, and proper time more formally. Moreover, the insights gained from the simulation activities were successfully transferred to post-lesson questions.

Speaker: Paul Alstein (Utrecht University)

Abstract Paul Alstein.docx

13:50 CREDO-edu - how to make a citizen science project about Cosmic Rays

Cosmic ray research, a new field in physics and astrophysics, emerged in 1912 [1]. Its deeper understanding became possible through advancements in electronics and detectors. However, it was rarely included in citizen science projects. Our CREDO-edu program aims to change this. We created an app for cosmic ray measurements in schools and homes and developed a year-long school curriculum to engage teachers in introducing students to cosmic rays. The program also includes professional lectures and workshops for educators focused on teaching methods. These components represent a new approach to citizen science.

Speaker: Melania Deresz (University of Warsaw)

MelaniaDeresz.docx

14:10 Students’ reasoning on the characteristics of electromagnetic radiation and its effects

The reasoning of 64 Greek secondary education students about the nature of electromagnetic radiation and its effects on human health is investigated. The study took place in the context of a teaching-learning sequence on argumentation and climate change. Results indicate that students’ reasoning tended to exploit evidence that was accessible as part of the given scenarios but also prior experience and personal opinions.

Speaker: Dr Nikolaos Zarkadis (Department of Educational Sciences, University of Cyprus, Nicosia, Cyprus)

Zarkadis et al.doc

14:30 An Investigation of Radiation Knowledge in First Year Medical Radiations and Pharmacy Students

Ionizing radiations are widely used for diagnostic and therapeutic purposes and hence saving millions of lives every year. Over 25 million people in the world living with cancer. Nearly 11 million people are diagnosed with cancer every year and more than 60% of them get curative and/or palliative treatment using ionizing radiations through radiotherapy or brachytherapy or nuclear medicine. Ionizing radiations have potential health risks. This paper reports a cross-sectional exploratory study involving a self-administered anonymous paper survey investigating some basic knowledge on the properties of ionizing radiations in medical radiations and pharmacy students at RMIT University, Australia.

Speaker: Pradip Deb (RMIT University Australia)

Abstract_DEB_CHAN.docx

13:30 → 15:00 Workshops: 3 Workshops 111 MATH INSTR QUANT

13:30 Learning to reason with formulas in grade 10-12 physics and mathematics lessons - MATH

Reasoning with mathematical formulas is important in secondary-school physics education. Often students lack this skill and see formulas as calculation tools and not as relationships between physical quantities. When handling formulas, they experience different cultures in math and physics classes. To reason with formulas, students must learn to blend mathematical and physics knowledge. This study investigates how questioning the formula might support this blending. Based on literature, a collection of questions was formulated and discussed with mathematics and physics teachers, resulting in a set of guiding questions, which might be used to encourage reasoning with formulas in regular lessons.

Speakers: Prof. Harrie Eijkelhof, Peter Kop

Learning to reason with formulas in grade 10-12 physics and mathematics lessons.docx

13:30 Optic Cubes – A 3D-Printed Modular Kit for Low-Cost Wave Optic Experiments in Education - QUANT

Quantum optics is an emerging field of physics, and an increasing number of applications is expected in the future. Thus, the need for education in this field is essential, while remaining challenging. Especially experimental setups using single-photon experiments are still beyond reach for any school, due to costs and technical difficulties. A promising approach seems to be using cheap, easy-to-use and modular experimental kits for school that allow for wave optical experiments as an analogy for quantum optics. In this Workshop we will present a low-cost experimental setup, that can be build using 3D printing.

Speaker: Mr Nils Haverkamp (Universität Münster, Didaktik der Physik)

Girep_WS_Optic Cubes_Haverkamp et al..docx

13:30 Scaffolding Dialogues in Upper-Secondary School Physics Classrooms – Using Reasoning Schemes as Co-construction Tools - INSTR

It is important to make dialogues productive during lessons but is a difficult skill. Tools that support explication of thinking can support the explication of thinking and are called co-construction tools. During this workshop, participants will firstly experience how such a reasoning scheme works from a student perspective. Participants will then analyse the strengths and weaknesses of two reasoning schemes and synthesise a new reasoning scheme. This workshop focuses on teachers and scholars who are studying dialogues in secondary-school lessons of physics.

Speaker: Patrick Diepenbroek

GIREP_workshop Diepenbroek.docx

13:30 → 15:00 Symposium: Symposium 11: Computational Modelling in the Physics Curriculum MATH

Convener: Ton ELLERMEIJER

13:30 Computational Modelling in the Physics Curriculum - MATH

In 1984 Jon Ogborn [1] published an article about Dynamical Modelling. He demonstrated clearly the enormous potential added-values for physics education. So one would expect by now, 40 years later, in most countries the application of computational modelling is an integral part in the modern physics curriculum for high schools. Reality is amazingly different. By now, as far as known, only in The Netherlands computational modelling is addressed in the national curriculum of Physics and tested in national examinations.
The symposium aims to share and discuss the experiences with computational modelling for different levels of education and in several countries.

Speakers: André Heck (University of Amsterdam), Giacomo Torzo, Mr Henning Vinjusveen Myhrehagen, Peter Demkanin, Ton ELLERMEIJER

GIREP22_abstract_symposium_Modelling_Ellermeijer_Final.docx

15:00 → 15:30 Coffe break

15:30 → 16:30 Keynote speaker: Alexandre Morin - CONT

15:30 The Physics of Flocking: Emergence of Collective Motion in Active Matter

From bacteria colonies, to insect swarms, to bird flocks, collective motion emerges within large groups of living creatures even in the absence of a leader. Physicists aim at uncovering the universal aspects shared by all these systems despite their differences in length scales, environments, or communication means - very much like in phase transitions, such as crystallisation, where some features are independent of the specific atoms or molecules. Characteristic of active matter is the ability of the individuals to self-propel by consuming energy, which keeps these systems out-of-thermodynamic equilibrium and underlies their rich spatio-temporal dynamics.
In this talk, I will present a model experimental system for studying the emergence of collective motion in the laboratory. In place of living creatures, we study plastic microspheres turned into self-propelled individuals via an electro-hydrodynamic instability. This setup allows us to investigate the collective dynamics emerging within large populations of up to millions of individuals, conveniently observed under the microscope. While the system remains isotropic at low density, with individuals moving in every direction, spontaneous symmetry breaking occurs at high density with all individuals moving on average in a common direction: the microspheres flock! I will rationalise this dynamical phase transition by discussing the electric and hydrodynamic interactions between individuals. Finally, I will discuss a few properties of these flocks, from wave propagation to their spontaneous demixing.

Speaker: Alexandre Morin

GIREP_25_Alexandre_Morin.docx

16:30 → 17:30 Poster session

Poster session

16:30 AC current through an open circuit: Demonstrating the role of a capacitor as a reservoir of charge

We measure current in an open AC circuit generated by connecting capacitors which act as charge sinks to the open end of the circuit. In the infinite capacitance limit, the current is the same as for a closed circuit. This demystifies the concept of Earth'' or ground in a circuit. A neon lamp is used to measure these small currents non-invassively. The setup can be used to demonstrate the current in open circuits, the concept ofEarth'' in circuits, and to measure very small capacitances associated with single conductors. This experiment is appropriate for an undergraduate physics laboratory.

Speaker: Arvind Arvind

arvind_GIREP23_abstract.docx

16:30 Adaptive learning in mechanics using artificial intelligence

In education, the effectiveness of teaching plays an important role as well as the assessment of the learning process. Teachers are often hopelessly unaware of their students' prior knowledge and skills, and thus of the ideal developmental tasks to solve individually in a given lesson. In this research topic, we aim to create a computer program that can learn which practice task a learner should do to make the most optimal progress based on his or her knowledge and skills.

Speaker: Márton Burkovics

Adaptive-learning-in-mechanics-using-artificial-intelligence.docx

16:30 Amplitude Modulation Measurements using Mobile Device Sensors

This study explores an innovative approach utilizing mobile-based spectrum analyzer applications to visualize and analyze Amplitude Modulation (AM) signals. The methodology involves generating an AM signal using a modulator circuit and capturing the output through the mobile device’s microphone. The acquired signal is then processed using mobile spectrum analyzer applications, which employ fast Fourier transform (FFT) techniques to extract carrier frequency, sidebands, and modulation index. This approach enables cost-effective and portable AM analysis, making the experiment more accessible for students and researchers. The proposed technique not only democratizes access to AM signal analysis but also aligns with the advancement of mobile-assisted experimental techniques in education. The results demonstrate that mobile spectrum analyzers provide sufficient accuracy for fundamental AM parameter measurements, proving to be an efficient alternative to traditional benchtop analyzers. This work underscores the potential of integrating smartphone-based measurement tools in communication engineering laboratories, fostering an innovative and scalable approach to hands-on learning.

Speaker: Dr Madhusudan Ch (Government Degree College, Siddipet (Autonomous), Telangana-502103, INDIA)

GIREP22_abstract Dr Ch Madhusudan.docx

16:30 An inventory on the principle of relativity and the principle of equivalence in classical mechanics: investigating misconceptions and pitfalls in reasoning

One of the main aims of Physics education research is to identify and address student difficulties in learning physics. This study investigates student understanding of classical relativity concepts, including the Frame of Reference (FoR), Principle of Relativity (PoR), and Principle of Equivalence (PoE). We designed and administered a 22-item multiple-choice test to 200 students in introductory physics courses to probe misconceptions and deficiencies. Statistical analyses, including classical test analysis, cluster analysis, and item response theory, were employed to evaluate the test's reliability and effectiveness. Findings highlight common difficulties in understanding key concepts, providing insights for improving physics instruction

Speaker: Pasquale Onorato (University of Trento)

GIREP25_prova test v1.1.docx

16:30 Analysis of Performance of Slovak Pupils in the Physics Part of IJSO According to Revised Bloom’s Taxonomy in 2023 and 2024

The paper presents the results of an analysis of the performance of pupils who attended international rounds of the International Junior Science Olympiad (IJSO) in 2023 and 2024 (6 pupils each year). The goal of the analysis is to find out how a selected sample of Slovak pupils performs on standardized tests, to be more precise, to find out the extent to which pupils lack the ability to use certain cognitive processes to solve physics problems. Based on the analysis, Slovak pupils demonstrated consistent performance in tasks requiring Applying but faced challenges with tasks involving higher cognitive processes like Analysing.

Speaker: Patrik Rezák (Comenius University)

GIREP_2025_Abstrakt_Rezák_Velmovská.docx

16:30 Aspects of Physics Education and the role of autochthonous cultures in the São Paulo State curriculum

This abstract aims to present an excerpt from a study on the aspects of Physics Education that stand out in the high school curriculum of the State of São Paulo, Brazil, considering the main category of autochthonous cultures based on epistemic colonization. To this end, the Physics curriculum of the high school of the State of São Paulo, Brazil, is used as a source of information. The methodology of analysis was discursive analysis from the French perspective. There is not much presence of Latin American autochthonous cultures in the studied curriculum, which is a characteristic of the process of epistemic colonization.

Speaker: Dr Carlos Mometti (Federal University of São Paulo)

GIREP22_abstract_IN.docx

16:30 Assessing students’ carbon competence regarding the effectiveness of climate action measures

Anthropogenic climate change is shaping the world we live in. Therefore, fostering climate agency is an important goal of science education. To develop climate agency, learners should acquire competences necessary to make informed and effective decisions about climate-related actions. Carbon competence plays a critical role in this process. The contribution presents the development of a test instrument assessing students’ carbon competence associated with specific actions. These actions are situated in relation to the dimensions of individual vs. collective agency and everyday vs. strategic and political agency to represent central types of climate action.

Speaker: Sarah Wildbichler

GIREP25_Poster_Wildbichler.docx

16:30 Augmented reality simulation of parallel plate capacitor for mobile devices

This study introduces CapacitorAR, a mobile augmented reality (AR) simulation designed to enhance students’ understanding of parallel plate capacitors. The application combine both marker-based and markerless AR technologies to offer flexible, intuitive interactions that enable users to explore how key physical parameters—such as plate distance, surface area, and dielectric properties—affect capacitance. By combining visual, interactive, and haptic features, CapacitorAR provides a hands-on learning experience that bridges the gap between theoretical concepts and practical applications.

Speaker: Andrej Vidak (Faculty of Chemical Engineering and Technology)

Abstract_Vidak.docx

16:30 Back to basics: reinventing a simple cart experiment for kinematics

Kinematics is the first unit that students encounter in Croatian high schools, where experiments with ticker tape timer are one of the most common experiments. Analysis of the tape is very long and complex procedure for physics novices, even with great help and guidance from teachers. Our group managed to simplify the experiment, using only the cart, a ruler and two mobile phones. The easier setup enables straightforward analysis of the cart position at a certain time. The poster will present the experimental setup and the measurements for the most common kinematics experiments.

Speaker: Katarina Jelicic (Department of Physics, Faculty of Science, University of Zagreb, Croatia)

Jelicic_Back_to_basics_Poster_abstract.docx

16:30 Basic physics in energy transition: a thematic course

Abstract. The purpose of this work is to present various types of energy production from the basic physics point of view. A thematic course was created at our university, aiming environmental sciences and engineering students to develop skills in important areas of physics that are related to energy production and consumption. Selected topics were pinched from different areas of physics and organized to be presented in a way that permits the understanding of simple models and calculations related to different sources of energy. The contents of this course can be simplified to reach high school students.

Speaker: Joao Pereira (UNIRIO)

Abstract_Pereira.docx

16:30 Bounce Light System Device for Teaching Optics to Elementary School Students

During Basic Education in Mexico, we seek to develop scientific thinking. Students are also expected to understand and explain physical phenomena through interaction with the environment. The objective of this article is to share the didactic experience implementing the use of a device, called Bounce Light System, designed to teach light reflection at school level and develop scientific thinking.
The analysis of the experience was developed in three phases:1) design of the device, 2) implementation of the teaching resource and 3) results of the implementation. The participants were students between eight and ten years old who were studying primary education.

Speaker: Claudia Carolina García Gaitán

GIREP2225_abstracttemplate.docx

16:30 Bridging Lab work and History of Science: Enhancing Scientific Literacy Through Inquiry and Reflection on the Nature of Science

This study explores an innovative approach to teaching the Nature of Science (NoS) and the Nature of Scientific Inquiry (NOSI), addressing both well-established and often-overlooked aspects in educational research. Through a lesson plan structured around experimental activities and historical reflections, following an explicit and reflective approach, the aim is to develop students' teachers' understanding of scientific knowledge construction, uncertainty, inference, the provisional nature of theories, and the role of models. Using the historical figure of Galileo, the article examines the scientific method, the importance of the scientific community, and the self-correcting nature of science. This contextualized, reflective, and historical curriculum approach has enhanced students' teachers' understanding of science and fostered meaningful learning, as evidenced by its application over recent years

Speaker: Pasquale Onorato (University of Trento)

GIREP25_prova galileo_v1.1.docx

16:30 Compromise between mathematics and physics in teaching: instructors’ views on the role of mathematics in advanced physics courses for teachers

Learning physics is challenging, in part due to its deep connection to mathematics. What part does mathematics play in in-service teacher education? We have studied an MSc program for science teachers in Israel, where advanced physics courses are taught by physicists. One of the program’s design principles is that the graduate be in command of mathematics and understand its relevance for physics. Using semi-structured interviews with the instructors, we sought to understand the value they assign to the above principle. Several views emerged, some distinct from the original principle: one, mathematics as providing coherence, two, mathematics as secondary to qualitative understanding, or three, adapting topics to the teachers’ abilities.

Speaker: Dr Dan Klein (Weizmann Institute of Science)

Klein_poster_proposal.pdf

16:30 Developing digital and analogue materials for teaching mechanics in secondary level I - Initial test results

As part of a dissertation project on teaching mechanics at lower secondary level, teaching materials were (re-) developed in digital and analogue form. Additionally, a guideline was created, containing a detailed lesson plan. This should a) support teachers and b) allow for better comparison between them. The new materials/lesson plans where then applied and tested in school. The evaluation process and initial results are presented in this paper.

Speaker: Kerstin Lindmaier (Johannes Kepler Universität Linz)

Abstract GIREP 2025_Lindmaier.docx

16:30 Developing Scientific Agency in Bachelor Physics Students

Science labs offer students unique opportunities to develop scientific agency through experiments that foster relevant skills and attitudes, such as making substantiated decisions. This study explores how science bachelor students develop scientific agency in laboratory settings through decision making. We will focus on the interplay between decision making, higher-order thinking skills and motivation. Using a mixed-methods approach—including surveys, observations, and interviews—we seek to identify factors that influence students' decision-making processes. An educational design study will lead to evidence-based recommendations for the design of science laboratories with the goal of improving laboratory education.

Speaker: Nazly Sedghinejad

GIREP25_abstract_Nazly_Sedghinejad.docx

16:30 Development of a Learning Arrangement on the Topic of Wind for Primary Education

Understanding weather phenomena, such as wind, is essential for fostering scientific literacy from an early age. As part of the binational project “Understanding Weather”, this study focused on designing and evaluating a learning arrangement on wind for primary education (3rd grade) using a design-based research approach. The intervention, implemented in four classes (N=89), led to 50% of students correctly identifying wind direction (p < .001). The follow-up survey showed no significant decline over time. Nevertheless, we also found hints for improvement of the learning arrangement and all findings inform the next iteration cycle in the development process.

Speaker: Prof. Ingrid Krumphals (University College of Teacher Education Styria)

GIREP25_weather_final.docx

16:30 Development of an online teacher training course for modern quantum physics teaching

Modern quantum physics is finding its way into education and schools to train specialists for future technologies. Teachers must, therefore, be familiar with modern quantum physics. However, this content was often not a focus of the university training of prospective teachers. Consequently, there is a great need for further and advanced training courses for teachers. In this contribution, we present the concept and implementation of a practice-oriented teacher training course with online self-study units and a focus on content. The focus is on the essential features of quantum physics, single photon physics, Dirac formalism, and the quantum mechanical worldview.

Speaker: Philipp Scheiger (Universität Stuttgart, Physik und ihre Didaktik, Pfaffenwaldring 57, 70569 Stuttgart, Germany)

GIREP25_PhilippScheiger_v2.docx

16:30 Draw a Scientist: Development of student drawings in middle schools within a four-year STEM engagement project

Students’ conceptions of scientists influence their attitudes towards science and job aspirations. Within a four-year project of the Kaiserschild-Foundation for STEM engagement in Austrian rural middle schools, we collected drawings of 240 students. To find out how these drawings developed over time, we analysed these drawings and complemented this analysis with twelve semi-structured interviews. The first analysis shows that the drawings tend to show two kinds of scientists: The stereotypical person in a laboratory and a naturalist, studying plants and animals. Over time less drawings show a naturalist and more drawings show a person in a laboratory.

Speaker: Markus Obczovsky (University of Graz)

Abstract_GIREP_25_01.docx

16:30 Elementary Pre-service Teachers' Conceptual Representations of Electrical Circuits Functionality

This qualitative research aimed to identify one hundred and twenty (N = 120) elementary pre-service teachers' conceptual representations of electrical circuits. We conducted qualitative data analysis, constructing a two-choice questionnaire (True/False) with explanations. The result demonstrated that most pre-service teachers advanced erroneous conceptual representations as 1. Current can flow in an open circuit (unipolar model); and 2. The bulb will light up when the electric current stored in the battery reaches its filament.

Speaker: Prof. Abdeljalil Métioui (Université du Québec à montréal)

Métioui_Poster_Proposal_GIREP25.docx

16:30 Embodied Narratives for Physics Education: Bridging Concepts, Emotions, and Movements

Physics is often taught as a purely intellectual subject, disconnected from the body and emotional engagement, particularly in undergraduate STEM courses. In Milan, in the “Preparation of Didactical Experiences 1” course for master’s students in Mathematics or Physics, we integrate 20 hours of embodied activities within an inquiry-based learning process. These activities, including scientific representation and music, emphasize the interplay of disciplinary understanding, personal meaning, and emotional involvement. Students report deeper comprehension and engagement through collective movements, physical simulations, and interactive exercises. This work presents simple embodied activities used in the course, demonstrating their effectiveness in fostering active, holistic learning.

Speakers: Marco Giliberti (Università degli Studi di Milano), Luisa Lovisetti (University of Milan, Department of Physics)

Giliberti Lovisetti - Embodied narratives.docx

16:30 Enhancing students’ comprehension of equations with physics specific strategies

A profound understanding of mathematical equations and their application is a central objective of the physics degree programme, alongside developing experimental skills and conceptual knowledge. Appropriate handling of equations involves their analysis, critical evaluation and verification of plausibility within the physical context. Commonly used methods and approaches in physics include the consideration of dimensions, covariations, as well as special and limiting cases. Although such approaches are considered essential, they are not explicitly taught and practised in university. The present study aims to both assess the implementation of these approaches and support their development through targeted interventions.

Speaker: Julia Hofmann (University of Göttingen)

GIREP25_Hofmann.docx

16:30 Evaluating Misconceptions About the Greenhouse Effect in Textbooks

This study analyses 26 middle and high school italian textbooks on physics, science, geography, and technology to investigate how the greenhouse effect is presented and identify potential misconceptions. Through a content analysis approach, we aim to evaluate the accuracy and clarity of the information provided to students. This research contributes to the ongoing efforts in the field of climate change education and sustainability, building on our group's long-standing commitment to improving instructional practices. The findings will highlight common misunderstandings and suggest strategies for enhancing the representation of the greenhouse effect in educational materials.

Speaker: Alessandro Salmoiraghi

GIREP25_abstract_ASalmoiraghi.docx

16:30 Exploring Materials Science through Educational Activities in Informal Learning Environments

This study investigates the development and educational reconstruction of materials science concepts for informal learning environments. Conducted as part of the MaSCot project, the research focuses on creating engaging STEM activities that address socio-scientific issues, such as medical applications of materials science, while fostering collaboration between teachers and scientists. The results highlight the potential for informal learning spaces to bridge gaps in formal education, promoting scientific literacy and active student participation.

Speaker: Dimitris Stavrou (University of Crete)

Exploring Materials Science through Educational Activities in Informal Learning Environments.docx

16:30 FEDORAS’ Academy: STEM education for envisioning sustainable futures

The present study outlines the rational, objectives and methodology of the European research project “FEDORAS’ Academy” which aims at fostering future-oriented STEAM education for sustainability through the establishment of local and European networks among STEM scientists, teacher educators and teachers to promote interdisciplinarity and open schooling. The goal of the networks is to develop innovative teaching materials for advanced STEM topics as well as assessment tools for fostering sustainability competences such as future thinking, action taking etc. Pilot implementations and teacher mobility actions are expected to facilitate the exchange of good practices and promote sustainability values.

Speaker: Emily Michailidi (University of Crete)

GIREP 2025_FEDORA'S ACADEMY.docx

16:30 Four-Year Research on the Learning Using Mentors (LUM) Method: Implementation and Experience

The Learning Using Mentors (LUM) method delegates part of a teacher's authority to gifted students who act as mentors. Mentors lead group work, offer tutoring, and play crucial role in creating and grading tests. This contribution summarizes the results of four years of experimental use of this method in upper-secondary physics classes. Semi-structured interviews with both mentors and their peers, along with questionnaire investigations, highlight several benefits of the LUM method, including its motivating power for gifted students, reduced fear of physics and easily accessible help for “non-mentors” or closing language gap between students’ everyday language and physics terminology.

Speaker: Jaroslav Šmahel (Charles University)

GIREP_Leiden_final.docx

16:30 Gamification of Introductory University Physics Courses

Traditional lecture-based teaching methods are becoming less effective in engaging students. This research explores the impact of innovative teaching approaches, incorporating game-like elements, online tools, and research-based learning activities. Conducted among university physics students and teacher trainees, the study used continuous testing with control and experimental groups. Key hypotheses include higher knowledge acquisition, greater professional development, enhanced knowledge retention, and increased student commitment through innovative methods. Assessments were conducted at the beginning, middle, and end of the academic semester, alongside continuous performance monitoring. The findings contribute to optimizing teaching strategies in science, engineering, and teacher education.

Speaker: Szabolcs Varga (Eötvös Loránd University)

GIREP_abstracttemplate_jp_vsz.docx

16:30 Hands-on kit for digital electronics

Abstract. Digital electronics has become an important topic in modern science education. While simulation tools are valuable, hands-on devices play important role in understanding digital principles. Our kit provides a practical way to explore the functionality of physical logic gates, flip-flops, and simple binary decoders. Additionally, it allows students to design and build their own combinations of logic gates using the CD4000 integrated circuit series and pushbutton switches. This approach helps them better understand the operation of digital technology. The teaching kit is designed for high school and undergraduate students across various engineering disciplines.

Speaker: Árpád Bordás (Bolyai High School)

bordas_nagy.docx

16:30 How can embodied learning in the physics classroom energize teachers to promote inclusive practices in secondary education?

Embodied learning encourages physics teachers to take into account diverse learning needs, social differences and cultural backgrounds of students in order to successfully implement these activities in the classroom. Embodied leaning emphasizes the importance of physical experiences in the learning process, where the body and the learning environment are essential components of the learning process. Embodied learning has added value and promotes students' creativity and motivation. This research focusses on the interactions between teacher and students during an embodied learning activity, where students represent a model of charged particles in electric and magnetic fields in a role play.

Speaker: Kars Verbeek

GIREP23_abstracttemplate_Verbeek_31jan2025.docx

16:30 How contact with CERN researchers shapes students' perceptions of physicists

Engaging with scientists can challenge stereotypes and foster a more inclusive perception of STEM. The CERN-Solvay programme provides a unique opportunity to examine how contact with physicists influences students' perceptions.
This study explores how participation in its one-week summer camps shaped students’ preconceived notions of physicists. Pre- and post-camp data were collected using adapted measurement tools assessing perceptions of professional and interpersonal competencies.
Preliminary analyses indicate no significant change in professional competencies but notable positive shifts in interpersonal competencies. Findings suggest direct interaction with physicists humanises scientists and informs future outreach efforts in physics education.

Speaker: Adelina Lintuluoto (KIT - Karlsruhe Institute of Technology (DE))

GIREP abstract - Adelina Lintuluoto.docx

16:30 How good AI detectors are the secondary school students in the field of science?

Artificial intelligence, including large language models (LLMs), is transforming education and daily life. Many online texts are AI-generated without public awareness, and students increasingly use tools like ChatGPT. Our study explored whether 372 high school students could identify if a scientific text was AI- or human-written and examined traits aiding recognition. Results showed students struggled but performed slightly above chance. Factors like gender, prior knowledge, language proficiency, or science skills didn’t improve accuracy. The only positive correlation was familiarity with ChatGPT’s language. This highlights the need to educate students on recognizing AI-generated content.

Speaker: Péter Kosztyó (Eötvös Loránd University)

How good AI detectors are the secondary school students in the field of science- Abstract_v2.docx

16:30 How social belonging and performance varies across demographic groups in first-year science students

Social belonging plays a crucial role in shaping the academic experiences and outcomes of first-year science students. This study investigates how social belonging correlates with demographic factors such as gender identity, racialization, and international/domestic status. It combines quantitative and qualitative approaches to uncover the key factors influencing engagement and retention.

Speaker: Parinaz Abbasi (UNIVERSITY OF CALGARY)

Final.docx

16:30 Implementation of modular smartphone experiments in physics lessons using the phyphox kit

The research approach aims to increase acceptance of smartphone experiments in physics lessons by distributing materials and offering teacher support for these experiments using the free phyphox app, which turns smartphones into mobile measuring instruments. The phyphox kit includes worksheets, accompanying materials and accessories for experiments across the core physics curriculum as well as materials for a 90-minute introductory lesson. Teachers from up to 30 schools will be included in a one-year study design, focusing on the use of the provided smartphone experiments and possible changes in teachers’ attitudes towards them.

Speaker: Marija Herdt

GIREP25 Herdt.docx

16:30 Implementation of network theory in the design of a physics curriculum

This paper proposes the use of network theory tools, such as the adjacency matrix and the Louvain algorithm, to prioritize content and competencies in Physics programs. This process was automated using Python code based on the NetworkX library, which significantly reduced analysis time. The proposal solves historical computational limitations and optimizes the logical construction of knowledge, improving teaching. The analysis guarantees an efficient and consistent hierarchy, providing an innovative approach to the improvement of curricula in Physics.

Speaker: Alejandra Ibarra Morales (Instituto Politécnico Nacional)

GRIEP_2025_Implementation of network theory in the design of a physics curriculum.docx

16:30 Inquiry-based learning of nuclear physics using VR learning module

Inquiry-based learning in physics education is an excellent method to reinforce what pupils learn at high school. Virtual reality learning modules help in cases where equipment for real-life demonstration experiments is unavailable to a teacher. One such topic is nuclear physics. We designed our VR learning module with inquiry-based learning in mind. Using this VR learning module pupils are guided to complete series of tasks. By doing so, they learn about absorption of nuclear radiation, about nature of the nuclear radiation carriers and about decay chains.

Speaker: David Smrcka

GIREP25_Smrcka.docx

16:30 Insight into Students' Interest in the Pillars of Quantum Technologies

There is a lack of talents in the industry of quantum technologies, which can be counteracted by training of existing workforce. We want to design this training within an interest-oriented approach due to the positive effects of interest on the process and quality of learning. A first step contains the measurement of interest for these topics. The present study aims to assess the interest of N = 383 students in the pillars of quantum technologies (quantum computing, communication, sensing, simulation). Furthermore, correlations between the interests are shown. Initial results suggest a marginal positive interest in the pillars and strong correlations.

Speaker: Ismet N. Dogan

GIREP Poster Abstract.docx

16:30 Interdisciplinary school worksheets (physics-biology)

Interdisciplinary education is one of the many modern didactic methods used in recent years. It is also a very important part of teaching science subjects where it is crucial to understand the connections between topics. This contribution is about creating and using interdisciplinary school worksheets in physics and biology in elementary and secondary education. We describe the theoretical part with modern didactic methods used in designing the worksheets and the practical part describing the creation of the worksheets and the working methods. We also include didactic experiences and observations gained while using the worksheets in practice.

Speaker: Dominika Korcanova

Abstrakt_Korcanova.docx

16:30 International Commission on Physics Education (C14-IUPAP): Purpose and Activities

The International Union of Pure and Applied Physics (IUPAP) aims to assist worldwide strengthening and promotion of physics across all disciplines, particularly in developing countries. It does this through Commissions and Working Groups, each comprising of country representatives on a rotational basis. Commission C14 on Physics Education, also called the International Commission of Physics Education (ICPE) does this through engagement of Commissioners around mandates for each rotation – a term. Activities include publishing and disseminating handbooks, circulating a newsletter, awarding a medal and supporting conferences. This poster presents a description of these activities as well as snapshots from some Commissioners.

Speaker: Angela Fösel

2025-01-31-GIREP25_abstract_Poster_ICPE.docx

16:30 Introducing large language models (LLMs) in physics education: A module for future teachers

We present the design of a six-hour module, “Physics Education Meets AI,” that we taught as part of a master-level course on “Teaching and Learning Physics” at the University of Padua. Twenty students engaged in hands-on activities with Word2Vec, GPT-2, and GPT-4 using Jupyter Notebooks and the LEAP platform, exploring semantic representation and inquiry-based learning with AI as a tutor. Discussions, informed by recent Physics Education Research papers, centered on key epistemological, social, and pedagogical concerns, culminating in an expert panel addressing the potential of AI to transform physics education.

Speaker: Eugenio Tufino (University of Padova, Physics department)

Introducing large language models (LLMs) in physics education.docx

16:30 LEONARDO DA VINCI DID NOT DISCOVER THE TIME SQUARE LAW BEFORE GALILEO GALILEI

The present paper analyzes Leonardo da Vinci’s studies on the motion of falling bodies, especially one of them in the Codex Arundel. According to Leonardo, bodies fall according to the relationship: “d proportional to (t + t²)/2”. More recent studies mention that Leonardo da Vinci developed a geometry that leads to a gravity acceleration value close to 9.8 m/s², according Gharid, et al (2023). However, geometric calculations based on Leonardo’s observations demonstrate that his theory results in a less accelerated fall, with a value lower (a half) than the currently accepted one.

Speaker: Prof. MARCOS CESAR DANHONI NEVES (UEM)

GIREP22-template LEONARDO.docx

16:30 Lesson materials on quantum technology for upper secondary education

Advancements in quantum sensing and quantum computing are expected to impact many levels of society. This raises the need for a quantum ready workforce. In response, we have written three lesson modules on quantum technology to foster interest and increase awareness among upper secondary school students. This poster presentation explains the procedure followed in writing these materials and highlights a lesson module on the use of NV centers as a context for teaching quantum computation and quantum sensing.

Speaker: Rutger Ockhorst

GIREP25 Poster OCKHORST Quantum Teaching.docx

16:30 Leveraging AI for Rapid Generation of Physics Simulations in Education: Building Your Own Virtual Lab

Generative AI is revolutionizing education by enabling dynamic and personalized learning tools. This talk presents a methodology for creating physics simulations using AI models such as ChatGPT and Claude. By leveraging these tools, educators and learners can generate simulations of physical phenomena without prior coding expertise.
Primary simulations were selected to demonstrate the versatility of the AI-generated tools, representing diverse topics typically taught in introductory physics courses. These examples demonstrate how a generic, adaptable AI prompt can support educators and students. Validation processes ensure accuracy and usability, including technical checks for responsiveness and physical tests for consistency with theoretical models.

Speaker: Yossi Ben Zion (Department of Physics, Bar-Ilan University, Ramat-Gan 52900, Israel)

GIREP_abstracttemplate_Leveraging AI for Rapid Generation of Physics Simulations in Education (1).docx

16:30 Modelling Quantum Curriculum Innovation

In our previous work, we modelled quantum curriculum transformation in five dimensions: 1) content conveyed, 2) skills evoked, 3) level of cognitive ability targeted, 4) representations used and 5) teaching approach employed. We extend this work to practical considerations to model quantum curriculum innovation in contemporary courses and the use and development of digital learning modules. We identify innovative methods that are used in quantum education and main hurdles in the way of innovation.

Speaker: Mr Jonas Bley (University of Kaiserslautern-Landau)

GIREP25_Abstract_Bley.docx

16:30 Multidimensional Authenticity in Task Design: Teaching Astronomy and Physics with Historical Stellar Spectra

This contribution presents an analysis of historical stellar spectrum photographs using digital methods, highlighting their added value for astronomy and science education. Concrete examples of learning activities are provided, and an educational analysis within a multidimensional framework of authenticity is carried out.

Speaker: Marvin zur Mühlen (Max Planck Institute for Astronomy)

zur Mühlen, Kraus, Müller - Multidimensional Authenticity in Task Design.docx

16:30 Náboj Physics – the international physics competition

Physics competitions are an interesting tool for attracting students to science. Students deepen their understanding of physics and meet other students with similar interests. There are numerous different physics competitions. Many of them aim at the most talented students, who can compete against each other, but only a few are accessible to the majority of students interested in STEM subjects. Náboj Physics is one of them thanks to its unique system. It is an international team competition in the fast solving of physics problems. It became very popular among students, and since 2015, it has been expanding to new countries.

Speaker: Jaroslav Valovcan

GIREP25_Valovcan_etal_Naboj.docx

16:30 Out-of-field Teaching in Physics and Science – A Systematic Review

Out-of-field teaching, where educators teach subjects outside their expertise, is a globally discussed topic in literature. Nevertheless, it remains unclear how research is represented in detail. This contribution describes a systematic review addressing this issue for out-of-field teaching in secondary education in general and particularly in physics and science. Starting with 1058 research articles, 145 were identified for general analysis. The next focus on physics and science revealed 34 publications. We found the majority of research on out-of-field in the USA and Australia and a research focus on the challenges and consequences of out-of-field teaching.

Speaker: Stefan Gritsch (Pädagogische Hochschule Steiermark)

Gritsch_Krumphals_Proposal_Poster.docx

16:30 Physics at the airport and it smoothly implementation into educational workshops

Airports are dynamic environments where the laws of physics play a key role in ensuring safety and operational efficiency. It comes into contact with every passenger during their journey, to a greater or lesser extent. Utilizing the infrastructure present at the Aviation Education Centre makes it possible to introduce physics to children, youth and adults. Focusing on infrastructure elements as the first and essential points during every journey.

Speaker: Szymon Matlingiewicz (Aviation Education Centre Krakow Airport)

Physics at the airport and it smoothly implementation into educational workshops.docx

16:30 Physics Curriculum for Secondary Schools – Starting Points Grounded Among Leading Physicists and Other Stakeholders

This contribution is focused on the physics curriculum for upper secondary schools. We present the results of longitudinal research whose methodology is inspired by an objectivist grounded theory approach. Our research is based especially on the ideas of the leading Czech physicists obtained from in-depth interviews. The original group of physicists and other stakeholders (other natural scientists, physics teachers, and physics teacher educators) expressed their opinions on the ideas in the subsequent questionnaire. Factor analysis shows general agreement among stakeholders. The research will continue among other stakeholders (engineers, secondary school students, etc.).

Speaker: Petr Kolář (Charles University, Faculty of Mathematics and Physics)

Abstract_KolarZakChval_final.docx

16:30 Physics in the context of seismology: experiments and activities with the Raspberry Shake

The Raspberry Shake 1D is a low-cost, computerized seismograph that can be used very well to detect ground motions from earthquakes and everyday life. For physics teachers, the system is an excellent tool for teaching physics concepts and scientific methods in a highly motivating way. We will present some ideas for experiments and activities with the Raspberry Shake for students in schools as well as tasks for undergraduate students at universities.

Speaker: Angela Fösel

2025-01-31-GIREP25_physics_in_context_seismology.docx

16:30 Possibilities of gamification in high school physics education

In high school physics education, maintaining students' attention, motivation, and active participation is challenging. Gamification has a motivating effect and enhances student engagement, but it is crucial to align game elements with the groups’ player type composition. This research focuses on gamification and the assessment of player types, using a 10th-grade advanced physics class as an example. After evaluating the group profile, determining the optimal balance of game elements that fits the groups' needs becomes easier. This poster presents experiences with the gamification system and some game elements fitted to the six player types, from the Hexad model, which can be applied to various topics within physics education.

Speaker: Viktoria Csikos

CsikosViktoria_GIREP_2025_abstract.docx

16:30 Pupils' mindset on physics and its changes in the first year of teaching - a questionnaire survey

In the past two years, a questionnaire survey has been conducted in primary schools in the Olomouc Region (Czech Republic). The aim is to find out the position and popularity of the subject Physics in comparison with other subjects in the first year of teaching Physics as a separate subject. The questionnaire was completed by approximately 500 pupils, where they evaluated the popularity and difficulty of the subject Physics, the forms of teaching, teaching materials and other activities used in Physics classes. The results of the evaluation of this questionnaire survey will be presented.

Speaker: Jan Říha (Palacky University in Olomouc, Faculty of Science)

GIREP25_Riha_Hrochova.docx

16:30 Reflections on Physics Education: Long-Term Memories and Opinions About Physics Learning

The aim of this contribution is to showcase the results of a nation-wide survey conducted in the Czech Republic on general public regarding the long-lasting opinions on physics and physics education originating mainly in lower secondary school and high school physics classrooms and their comparison with the TIMSS and PISA multinational evaluations. The results of this survey aim to support the modern ideology of focusing more on conceptual understanding and inquiry-based approach to physics education rather than traditional methods focused on formulae, definition, and constant memorization.

Speaker: Mr Tomáš Kopřiva (Charles University)

Abstrakt.docx

16:30 Rich tasks for developing primary students’ productive dispositions in physics and mathematics

Fostering productive dispositions - positive beliefs, perseverance, and emotional engagement - is vital for student achievement in mathematics, physics, and STEM learning. This study explores how rich tasks, grounded in solving real-world problems, nurture student dispositions. A series of rich tasks were designed and implemented with Irish primary students. One of these rich tasks, is presented along with data collected from implementing with 109 primary students. Findings reveal that students who completed rich tasks had increased engagement, confidence, and conceptual understanding. The study highlights the transformative role that rich tasks can play in fostering productive dispositions and strengthening interdisciplinary STEM learning.

Speaker: Dr Eilish McLoughlin (Dublin City University)

GIREP2025_PD physics maths.docx

16:30 Sabir: a codesign process to foster IBL in the Mediterranean

The SABIR project is a co-design initiative fostering the network of the International Astronomical Union’s astronomy educators in the Mediterranean. It was held both online (February-July 2024) and in person during a one-week residency in Milano, Italy. We discussed together and shared the Inquiry-Based Learning (IBL) approach, then each of the participating educators selected a laboratory activity to be rethought as an IBL one. The project included three cycles of online presentations and discussions, followed by offline implementations. The final versions of the activities were co-designed together during the residency. The future implementation of this approach is now underway.

Speaker: Stefano Sandrelli (inaf - IAU OAE Center Italy)

GIREP25_Sabir_Sandrelli et al submission .docx

16:30 School physics experiments with Arduino in lower secondary education

Based on a master thesis, we present a series of six educational lessons designed for basic school students (grades 6–9) that integrate the Arduino microcontroller into physics experiments. The lessons focus on topics such as electricity, magnetism, and semiconductors incorporating elements of computer science and mathematics. The experiments are designed as hands-on, engaging pupils in practical activities reinforcing theoretical concepts. The lessons include detailed methodologies, lists of required materials, historical notes, time schedules, worksheets, and solutions. The experiments were tested in a real classroom setting as part of the "World in Context" subject at a non-state alternative basic school.

Speaker: Lukáš Richterek (Faculty of Science, Palacký University Olomouc)

GIREP25_abstract_Danel_Richterek.pdf

16:30 Simultaneous measurement of precession and nutation using a wireless sensor in a gyroscope practical experiment

Students perform a gyroscope practical to study precession, which is measured with a wireless sensor. Precession is also discussed in the accompanying mechanics lectures, but nutation is not. In the practical, however, nutation is often observed in addition to precession and the nutation period is easily derived from the precession measurement. Analysis of the nutation signal is optional for students and this gives them information about a topic not taught in a lecture.

Speaker: Dr R.J.H. Klein-Douwel (University of Groningen)

GIREP2025AbstractGyroscopeSensorsRKDv29012025.docx

16:30 Smartphone-Based Physics Experiments: Evaluating the Accuracy and Precision of Embedded Sensors

This study investigates the suitability of smartphone sensors for physics experiments by comparing their performance with laboratory-grade instruments. Measurements from various smartphone models were analysed across experiments involving sensors like accelerometers, magnetometers, and light sensors. Results of light sensor measurements reveal significant variability, particularly at high illuminance levels, with uncertainties necessitating careful interpretation. Despite other limitations such as lower sampling rates and sensitivity to orientation, smartphone sensors offer a cost-effective, accessible tool for hands-on learning, empowering students in resource-constrained environments to engage in meaningful scientific inquiry.

Speaker: Mr Jakub Žoldák

Zoldak_Jakub_GIREP25.docx

16:30 Stimulation of pupils to experimental activities through learning activities

This contribution emphasizes encouraging pupils to engage in experimental activities, essential for developing scientific inquiry. The studied stimuli include concept cartoons, role-playing, physics game, an online escape room, and an activity with story. Research involved 341 secondary school pupils (ages 11–15) and their physics teachers. Preliminary findings indicate that pupils felt engaged using these stimuli. Teachers view them as motivating and supportive of experimentation but note that conducting experiments requires teacher assistance.

Speaker: Klára Velmovská (Faculty of Mathematics, Physics and Informatics, Comenius University in Bratislava, Slovakia)

Girep25_abstract_v4.docx

16:30 Student Model of Engagement in DC circuits

Abstract. This is the culmination of a long and systematics study on contextual variation of student responses in the context of dc circuit. We published the contextual variation from their Forced Choice Responses of eight electrically identical questions with fine grained variations that are trivial to a physicist, the productive and unproductive foothold ideas, then narrated the six micro-episodes from interviews that sketches the complex cognitive terrain of sense-making path that links complex everyday experience, mathematical reasoning and language connotations with the idealised physics model. We reflect on how the overall findings might be used in order to introduce a curriculum on simple DC circuits.

Speaker: Dr Ignatius John (Cape Peninsula University of Technology, South Africa)

GIREP22_abstract -2025_Ig.docx

GIREP_p4 2025-Leiden, Netherlands.pdf

GIREP_p4 2025-Leiden, Netherlands.pptx

16:30 Students’ reasoning in choosing measurement instrumentation

see attached file

Speaker: Dr Micol Alemani (University of Potsdam, Physics and Astronomy Institute, Potsdam, Germany)

GIREP25_abstract.docx

16:30 Teaching physics through thematic events.

It is hard to imagine the popularization of physics today without the increasingly frequent theme days. They have become permanent important events that gather large crowds of participants. Their function of promoting knowledge and science cannot be overestimated. An example of this is the theme days at the Kraków Airport Aviation Education Centre. These include the Małopolska Night of Scientists, SPIN-day, Polish Science Days. Topics discussed there include: aerodynamics, mass distribution in an aircraft, X-ray radiation, space. Participants could see the explanation of the mentioned phenomena in practice.

Speaker: Hanna Kościelny (Aviation Education Centre Krakow Airport)

Teaching physics in thematic events_2025.docx

16:30 The Universe as a Physics Laboratory: Assessment of parents' attitudes and their support of astronomy education at primary school

Astronomy holds a unique position among the sciences for its capacity to inspire curiosity and interdisciplinary learning. Despite its potential, its presence in curricula remains limited, overshadowed by traditional physics topics. In Slovakia, astronomy is only an optional subject in primary schools, with inconsistent implementation across educational institutions. Our study [1] examines parents' attitudes toward astronomy education, emphasizing its role in enhancing STEM engagement. By identifying key factors influencing parental support – such as their educational background, prior exposure to astronomy, and children's interactive learning experiences – the research provides arguments and support mechanisms for teachers to integrate astronomy into their lessons.

Speaker: Ms Karin Schmögnerová

Schmognerova_Karin_GIREP25.docx

16:30 Use of ISLE in STEM lessons to promote scientific thinking

Teaching materials for middle school based on the ISLE approach were developed following the design based research circle. All together there are 7 teaching units of 100 minutes each for 7th grade (13 -14 year-olds) covering topics that can be explained within the particle model of matter. The materials were tested with 46 students in a rural Austrian middle school. The material development process and the results from the testing will be presented.

Speaker: Elisabeth Rogl

GIREP25_abstract_Rogl.docx

16:30 What makes an airplane take off right or left? Physic explain!

Weather has an enormous effect on aviation, and the impact is explained by physics. However, few know about it. After all, it is not an element of school education. That is why, among others we explain this dependence at the Kraków Airport Aviation Education Centre, utilizing physics experiments and concepts supported by dedicated games.

Speaker: Daniel Dziob (Aviation Education Centre Kraków Airport)

Weather_2025.docx

16:30 Work-life related exercise with vehicle experiment

This study explores science education methodologies, combining group-based learning, field experiments, and work-life-related exercises to enhance student engagement. The case study investigated repurposing a decommissioned tracked vehicle. Six master's students conducted a five-day field experiment encompassing planning, execution, iterative observations, and report writing. The project aimed to assess the feasibility and implications of reusing outdated equipment through AI and robotics integration. Preliminary findings suggest this hands-on approach provides valuable experience in developing innovative mobility solutions. In this study evaluation of student feedback has been analysed to see the value of the field experiment for learning.

Speaker: Antti Rissanen (National Defence University)

GIREP25_abstract_send_ver 2.docx

16:50 Study of rotational motion by a fidget spinner and smartphone

Rotational motion is experimentally investigated using a modified fidget spinner and smartphone. The experimental results are described by a didactic model based on the Newton’s second law for the rotational motion, considering the resulting resistive torque acting on the system. We analyse the physics concepts that are involved in the experimental activity, such as angular velocity and moment of inertia. We show that it is possible to transform a well-known popular toy into an opportunity to teach/learn physics concepts, by performing easy and valuable physics experiments in classroom at undergraduate and first-year university laboratory.

Speaker: Prof. Onofrio Rosario Battaglia (Dipartimento di Fisica e Chimica - Emilio Segrè, University of Palermo, Palermo, Italy)

GIREP_2025_Abstract_Spinner.docx

17:10 Analyze different student competencies using a computational and experimental task

Abstract. This article analyzes the key physics competencies and problem-solving approaches of students aged 14–15. The research compares two groups: one consisting of talented students participating in the zDolny Ślązak provincial physics competition, and another comprising typical public school students. The study uses two distinct tasks: one focused on classical computational problem-solving and the other on experimental design. It explores the effectiveness of independent versus group work in planning experiments and solving these tasks, as well as the different problem-solving strategies employed by both motivated and unmotivated students.

Speaker: Marta Mlynczyk (Nauczyciel fizyki w Liceum Ogólnokształcącym Nr XII im. Boleslawa Chrobrego we Wroclawiu)

Analyze different student competencies using a computational and experimental task.docx

17:30 → 19:00 Welcome at Leiden University drink

Tuesday 1 July

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 211 ASTRO

Conveners: André Heck (University of Amsterdam), André Heck (University of Amsterdam)

09:00 Sun-Earth-Moon system: Difficulties of secondary school students in understanding eclipses

This study aims to analyse the mental model of secondary school students on the topic of Sun-Earth-Moon system, focusing on Moon phases and eclipses. That for, an open-ended questionnaire was designed and implemented with 265 secondary school students whose answers were analysed with phenomenography. The identified difficulties were similar to the ones obtained in the studies found in the literature review.

Speaker: ELVIRA GUTIERREZ JIMENEZ (UPV/EHU)

GIREP_Abstract_Eclipses_Difficulties.docx

09:20 Exploring Student Estimates of Astronomical Scales: Impact of Question Formulation and Visualisation

This work reports on the administration of an online, interactive survey, assessing the estimates of N=201 high school students on astronomical scales. Five questions were asked, two of which probing estimates on the relative sizes of astronomical bodies, and three on the relative distances between them. We investigated the effects of different question formulations and customised visualisations on these estimates. Results show that students generally underestimated all relative distances. There was a significant difference in the magnitude of the estimates between the two question formulations. The effect of the visualisations was clearly larger for size-related questions than for distances.

Speaker: Willem Keppens

GIREP25_summary.docx

09:40 Student’s Understanding of the Celestial Sphere: a Qualitative Interview Study

Despite educators' efforts using various representations of the celestial sphere to help students reason about the apparent motion of the Sun and stars, this concept remains challenging for students. It is hypothesised that they may not fully grasp the underlying model of the celestial sphere, including its possibilities and limitations. This study aims to explore how secondary school students understand the celestial sphere and how they use it to reason about celestial motion. We therefore conducted a qualitative interview study to gain insight into students’ understanding and reasoning processes.

Speaker: Judith Vandewiere

GIREP_2025_abstract_Judith_Vandewiere(1).docx

10:00 Avoiding tidal misconceptions - a teacher guide

Tidal movement is a fascinating phenomenon, but often plagued by misconceptions among students and teachers. This presentation offers physics teachers a clear, accessible model of the frozen (equilibrium) tide, i.e. the tidal movement on an all-ocean world. Using simple expressions for tidal acceleration, water height, and power loss, it provides key insights to address common misconceptions. In addition we propose a practical, ordered instructional strategy for upper secondary students and undergraduate students in geosciences, physics and astronomy. The goal is to equip students with a correct qualitative and semi-quantitative understanding of tides and to inspire them with captivating astronomical examples.

Speaker: Dr André Heck (University of Amsterdam)

GIREPextended_abstract_Heck_Uylings.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 212 TEACH

Convener: Marian Kires (Institute of Physics Faculty of Science UPJS in Košice, Slovakia)

09:00 How do Different Games make a Difference? Pedagogical Considerations and Teachers' Perspectives when integrating Card Games into Physics Teaching

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 experiences showed that they felt the games contributed to student learning. Collaborative reflection helped the teachers find ways to incorporate the games into their lessons. Teachers' preferences for gamification elements across the five games were identified. The results pinpoint the challenges and opportunities of gamification in physics education.

Speaker: Smadar Levy

How Do Different Games Make a Difference.docx

09:20 Artificial Intelligence in Pre-Service STEM Teacher Training

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., to design innovative lessons. Through a three-year longitudinal study, we observed a significant improvement in lessons’ quality. At the conference, we will present our study materials, student outputs, and findings on students’ evolving perceptions of AI in education.

Speaker: Prof. Jozef Hanč (P. J. Safarik University)

2025HancBorovskyHancovaGirepLeiden.docx

09:40 Teacher students’ expression of TPACK in GeoGebra-based lesson planning

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 effectively, demonstrating good TCK and TPK. The findings highlight the developmental process of integrating technology, pedagogy, and content, with room for further development. The TPACK framework provided a valuable structure for evaluating competencies in using GeoGebra in teaching of motion on inclined planes.

Speaker: Lorena Solvang (Karlstad University, Sweden)

GIREP2025_Abstract.docx

10:00 Flexible learning environment for the DigCompEdu competences development of STEM teachers

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 teacher work. The internet, digital technologies, and artificial intelligence are significantly changing the position and role of teachers in education. Teachers should be specifically prepared and supported to address these new challenges. Based on an analysis of the state of STEM classrooms in Slovakia and in relation to the FCL standard, we present our recommendations for transforming the learning environment. The multifunctional STEM classroom we propose, consisting of learning equipped with digital technologies and teaching tools, serves as a training center for the preparation of pre-service teachers and for the professional development of in-service teachers in line with the DigCompEdu framework. In this paper, we map initial experiences from teacher training and their attitudes towards the use of learning zones in school practice.

Speaker: Marian Kires (Institute of Physics Faculty of Science UPJS in Košice, Slovakia)

GIREP_2025_Kires_Juhasova_Kozelkova_abstract_EN.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 213 MATH

Convener: JOSEPH DE MESA (University of the Philippines Open University)

09:00 Fostering Interdisciplinary Learning: Mathematics and Physics in Secondary Education

This study explores interdisciplinary approaches to addressing challenges at the intersection of mathematics and physics in secondary education. Involving 297 students, it focuses on collaborative activities integrating vectors, derivatives, and integrals into physics problem-solving. Inspired by research and tailored to local contexts, the interventions aim to strengthen conceptual understanding, foster engagement, and build confidence. Pre-intervention findings from the Physics Inventory of Quantitative Literacy highlight significant gaps in reasoning skills. Post-test results using the Test on Calculus and Vectors in Mathematics and Physics will assess the effectiveness of these strategies in enhancing students’ problem-solving abilities and interdisciplinary comprehension.

Speaker: Stefania Lippiello

GIREP25_Lippiello_Pantano.docx

09:20 Probing students’ difficulties in electromagnetic induction using an approach based on Conceptual Blending theory.

While common student difficulties in electromagnetic induction have been identified in the literature, the exact points of pitfalls in the sequence of the associated cognitive operations remain unexplored. In the process of administering a questionnaire based on simple electromagnetic induction situations to students, we experienced the need for a fine-grained probe into students’ mental models that goes beyond a simple test for the presence of conceptual knowledge. This approach uses the theoretical framework of Conceptual Blending and emphasizes the integration of different concepts, laws, conventions, and visualizations involved. Our approach indeed reveals significant new insight into students’ thought processes.

Speaker: Ms Saurabhee Huli (Homi Bhabha Centre for Science Education, TIFR, India)

final_SSH.docx

09:40 Enhancing Kinematics Understanding Through a Real-Time Graph-Based Motion Video Game

Although kinematics concepts are key in high school and university physics courses, students face significant difficulties in understanding them. Research shows that real-time graph visualization can help improve comprehension of these concepts. In this oral presentation, we will describe a project we are currently developing, which involves the creation of a physical-computational video game environment where students replicate motion using their own bodies based on a given graph. A position sensor generates a real-time graph that is compared to the target graph, and students are scored on their accuracy. Preliminary results show improved comprehension and high student motivation.

Speaker: Mateo Dutra Shaw (Instituto de Física, Facultad de Ciencias, UdelaR)

Enhancing Kinematics Understanding Through a Real-Time Graph-Based Motion Video Game.docx

10:00 Exploring Conceptual Structures of PhD in Education Students Specializing in Physics and Mathematics: A Case Study on the Concept of Vector Analysis

Vector analysis is an essential concept that connects both theoretical and practical fields. However, its meaning and use can differ depending on the teaching methods and focus of each discipline. This study aims to explore the perception and understanding of vector analysis among PhD in Education students. The data was collected through online survey from 38 students enrolled in Mathematical Methods in Physics course. Results reveal the notable differences in their understanding of vector analysis. Identifying the gaps in their knowledge can inform professional development programs aimed at enhancing teacher’s understanding of cross-disciplinary concepts.

Speaker: JOSEPH DE MESA (University of the Philippines Open University)

GIREP-EPEC_abstract_DeMesa.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 214 IDENT

Convener: Daniel Cottle (University of Birmingham)

09:00 Pedagogical partnerships as a distinctive and inspiring strategy for curriculum revision

This work discusses the pedagogical partnership between faculty and students in our Applied Physics program, aimed at a comprehensive curriculum revision. This unusual approach allows both groups to collaborate as equal partners within the development team. We identify multiple benefits, not only regarding the curriculum itself, but also regarding the professional development of the team members themselves and the educational environment as a whole.

Speakers: Martijn Hunter (The Hague University of Applied Sciences), Ruth Buning (The Hague University of Applied Sciences)

Abstract_GIREP25_Hunter_Buning.docx

09:20 The role of academic engagement on freshmen’s performance in an Introductory Physics course

In this paper, we aim to understand the relationship between academic engagement and students’ performance in the first university year, specifically in an introductory physics exam in the first semester of an engineering course. To this aim, we explored if the engagement dimensions have a differential effect on students’ performance controlling also for high school background. Overall, 134 first-year university students (female students = 32.8%) participated in the study. A binary logistic regression was used to analyse data. Results show that among the engagement dimensions, peer interaction and university and relational network significantly affected the passing of the physics exam. However, the two dimensions have contrasting effects on students’ performance. Our results suggest that the university context in which students find themselves can be more relevant for their performance with respect to the perceived value of chosen degree course.

Speaker: Dr Silvia Galano (Department of Physics "E. Pancini", University Federico II, Naples, Italy)

GIREP25_Engagement_University_level.docx

09:40 The expert-like attitudes of Finnish physics students by major subject and gender

Colorado Learning Attitudes about Science Survey (CLASS) is an instrument widely used in evaluating the expert-like attitudes of physics students. Data from the University of Helsinki shows that students who begin physics studies have relatively favourable expert-like attitudes, but there is a gender gap in the factor related to self-efficacy. There are statistically significant differences between students of different study tracks, and students who major in theoretical physics have the most expert-like attitudes. The indications for the culture in physics are discussed.

Speaker: Inkeri Kontro

Kontro_girep2025.docx

10:00 Levelling Up Physics - online tutorials for pre-university students of physics to address diversity in physics in higher education

Online physics tutoring that provides near peer mentoring can support a university physics department to engage with a more diverse range of young people interested in studying physics. Benefits for young people are in their knowledge of university application, confidence in their physics knowledge and demystifying what it is like to study physics at university.

Speaker: Daniel Cottle (University of Birmingham)

D Cottle GIREP 2025 Abstract Submission.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 215 QUANT

Convener: Dr Kim Krijtenburg-Lewerissa (Utrecht University)

09:00 Why should high-school students learn Quantum Physics? Various stakeholders’ perspectives

Teaching quantum physics (QP) in high school (HS) has become common globally, yet the reasons for including it vary among stakeholders. This study explores the justifications provided by physics education researchers, university-level physicists, and HS teachers, analyzing responses from 54 participants using content analysis. Findings reveal key themes for teaching QP: gaining knowledge, inculturation, and inspiration. Quantum technology (QT) emerged as the dominant justification across all professional groups. These insights provide guidance for curriculum design, aligning diverse perspectives on why QP should be part of HS education.

Speaker: Dr Avraham Merzel (The Hebrew University of Jerusalem)

Why should HS students learn QP_various stakeholders perspectives_11012025.docx

09:20 History as a Tool for Clarity: Enhancing Quantum Mechanics Understanding through Key Historical Insights

Quantum Mechanics (QM) is often taught without sufficient attention to its historical context. This lack of historical perspective affects learners at all levels, from high-school teachers to young researchers. As Physics Education Research Group in Milan, we conducted a study with high-school teachers and prospective teachers to investigate whether and how a series of selected historical aspects can be useful for fostering a better understanding of the Nature of Science and the conceptual structure of QM. We will present the results of our research, which overall strongly support the inclusion of historical aspects in the teaching of QM.

Speakers: Luisa Lovisetti (University of Milan, Department of Physics), Marco Giliberti (Università degli Studi di Milano)

Lovisetti Giliberti - History as a Tool for Clarity.docx

09:40 Evaluation of an Activity Connecting Art and Quantum Concepts for Primary Education

Abstract. The field of quantum technology is rapidly advancing and therefore the public should have a basic grasp of quantum concepts. To this end, we designed an activity around an optical illusion known as Pepper’s Ghost to introduce the concept of superposition to primary school students and their teachers.
Research question: What opportunities and difficulties do pre-service primary education teachers see to apply the Pepper's Ghost assignment in their own classroom? What are the perceived learning experiences and outcomes of the pre-service primary education teachers regarding the Pepper’s Ghost assignment?
Method: Evaluation research, making use of interviews and learner reports.

Speakers: Leonie Sonneveld, Rutger Ockhorst

GIREP25_abstract Evaluation of an Activity Connecting Art and Quantum Concepts for Primary Education.docx

10:00 What quantum topics and concepts should be included in an ideal secondary school quantum physics curriculum?

The integration of quantum physics (QP) into secondary school curricula is a growing area of interest in physics education, yet there is little consensus on which topics to include. To address this gap, we conducted a three-round Delphi study involving a total of 175 experts (physics teachers, physics education researchers, quantum physics experts). The participants provided insights into why QP should be taught, identified key topics, and determined appropriate instructional levels (mathematical, conceptual, or awareness-level) for secondary school students. Using an entropy-based consensus measure, we derived a set of topics with high agreement, contextualized within the Competence Framework for Quantum Technologies (CFQT) and tailored for secondary education. These findings contribute to the development of a realistic and community-informed QP curriculum.

Speakers: Dr Kim Krijtenburg-Lewerissa (Utrecht University), Philipp Bitzenbauer

Krijtenburg-Lewerissa_Bitzenbauer_GIREP25.docx

09:00 → 10:30 Workshops: 3 Workshops 211 ASTRO TEACH INSTR

09:00 Introduction to Active Learning in Optics and Photonics (ALOP) - INSTR

Abstract. Active Learning in Optics and Photonics (ALOP) is a program to improve the secondary and university introductory physics learning environment. A full 5-day intensive, hands-on-minds-on ALOP workshop updates participants on introductory optics and photonics and introduces them to strategies that have been demonstrated to be more effective than traditional instruction. These are characterized by use of predictions, discussions, and student direct observations of the physical world with inexpensive equipment. This hands-on workshop is a very short introduction to the ALOP strategies, with sample activities from some of the five ALOP modules. Participants will receive an electronic version of the ALOP Manual including all activities. More information on ALOP is at: https://pages.uoregon.edu/sokoloff/ALOPwebpage.html

Speaker: David Sokoloff

ALOPGIREPSokoloff7_25.docx

09:00 Stargazing Live! Discover the transient Universe in the NOVA Mobile Planetarium - ASTRO

Stargazing Live! aims to capture the imagination of students with a combination of live and interactive planetarium lessons, real astronomical data, and lessons built around interactive knowledge representations . The lessons were created using a co-creation model and tackle concepts in the pre-university (astro)physics curriculum which students find difficult to grasp with traditional interventions. An evaluation study in nine Dutch classrooms showed that learners are inspired and engaged by the planetarium but are not always able to link the content to the classroom.

Speakers: Joanna Holt (Amsterdam University of Applied Sciences & Netherlands Research School for Astronomy), Mr Joris Hanse (Netherlands Research School for Astronomy)

GIREP2025_Holt_SL_Planetarium_Workshop 2025 01 30_FINAL.docx

09:00 Transforming physics teacher professional learning via research and practice - TEACH

This workshop facilitates global exchange and discussion on current opportunities and challenges influencing physics teaching and teacher education from early childhood to university level. The rapidly changing landscape of the global economy and society in the 21st century demands new approaches to be adopted to recruit, upskill, and educate physics teachers so they can design and facilitate appropriate learning experiences for diverse learners and contexts. Preparing physics teachers with the necessary knowledge, skills and experiences to address changing global issues require cooperation between all shareholders to identify future perspectives and transform physics teacher professional learning via research and practice.

Speakers: Dr Eilish McLoughlin, Dagmara Sokołowska

Workshop_PTPL.docx

09:00 → 10:30 DiDaDoDa: DiDaDoDa 1

10:30 → 11:00 Coffee break

11:00 → 12:00 Keynote speaker: Mieke de Cock - ASTRO

Convener: Pedro Russo (Leiden University / Leiden Observatory)

11:00 Navigating the Cosmos: Cognitive Challenges in Astronomy Education

Astronomy is not only one of the oldest sciences, it also fascinates a broad public. For this reason, it plays a special role within public science communication. However, because of its appeal, astronomy can also play a crucial role in science education, by acting as a “gateway science” which can open doors for many STEM fields.
To establish this, we need dedicated research on the teaching and learning of astronomy related concepts: a growing body of research shows that these concepts are often extremely difficult to grasp and understand deeply. Although over the last decades a wide range of aspects of astronomy education has been studied, including both cognitive and affective dimensions of learning, this talk will specifically focus on the cognitive aspects.
We will explore how students construct mental models of astronomical phenomena examining the challenges they face in grasping abstract concepts such as celestial motion, scale, and three-dimensional spatial relationships. The presentation will discuss findings on conceptual change in astronomy education, focusing on how learners overcome common misconceptions and develop scientifically accurate understanding. We will also discuss the role of visual-spatial abilities in astronomy learning.
By synthesizing research from cognitive psychology, astronomy education, and physics learning, we aim to offer both researchers and teachers a deeper insight in student learning and evidence-based approaches to improve astronomy instruction across various educational levels.

Speaker: Mieke De Cock

GIREP_25_Mieke_de_Cock.docx

12:00 → 13:00 Lunch

13:00 → 13:30 Poster session

Poster session

13:30 → 15:00 Symposium: Symposium 21 TEACH

Convener: Valentina Bologna

13:30 Successes and challenges in ISLEzing learning and teaching

For over three decades, the Investigative Learning Science Environment (ISLE) approach has been implemented and used in many different countries, systems, and levels of instruction. Worldwide diffusion is confirmed by scientific literature, validating that an epistemologically authentic inquiry process, mirroring what physicists do, is a possible way to develop scientific abilities and become citizens of the new generations facing many challenges. Researchers and teachers involved in the process of ISLEzed teaching-learning practices recognize that there are many issues to address. This symposium focuses on current challenges, strategies to overcome them, and methods to foster instructional innovation from research and teaching perspectives.

Speakers: Valentina BOLOGNA (University of Trieste, Teaching and Learning Centre), Danielle BUGGÉ (West Windsor-Plainsboro High School South (USA)), Bor GREGORČIČ (Uppsala University, Department of Physics and Astronomy), Andreja ŠARLAH (University of Ljubljana, Faculty of Mathematics and Physics), Nastja MAHNE (University of Ljubljana, Faculty of Mathematics and Physics), Aleš MOHORIČ (University of Ljubljana, Faculty of Mathematics and Physics), Sergej FALETIČ (University of Ljubljana, Faculty of Mathematics and Physics), Alessandro Pietro VENTURA (Liceo Caterina Percoto, Udine (Italy))

GIREP25_abstract_symposium_ISLE challeges LAST_NEW.docx

13:30 → 15:00 Symposium: Symposium 22 THERMO

Conveners: Avraham Merzel (The Seymour Fox School of Education, The Hebrew University of Jerusalem, Jerusalem, Israel), Dr Avraham Merzel (The Hebrew University of Jerusalem)

13:30 Towards a coherent teaching of energy across ages and disciplines (I)

This is the first part of a symposium that addresses the complex challenge of teaching energy as a crosscutting concept coherently across disciplines and grade levels. One key issue is the disparate vocabulary and norms each discipline uses to explain energy and the traditional forms-based teaching approach that often compartmentalizes students' understanding. Our discussions will focus on integrating theory with empirical methods, creating a unified language that spans different ages and disciplines, and connecting abstract concepts to everyday experiences. By emphasizing experimental-oriented approaches, the symposium will explore educational advancements and specially designed curricular materials to enhance energy education.

Speakers: Dr Avraham Merzel (The Hebrew University of Jerusalem), David Sands (independent)

GIREP25 Energy symposium - Towards a coherent teaching of energy across ages and disciplines (I)(1).docx

15:00 → 15:30 Coffee break

15:30 → 17:00 Parallel oral presentations: Parallel oral presentations 221 TEACH

Convener: Stephen Gammell (Dublin City University)

15:30 Diagnosis of Elementary Pre-service Teachers' Alternative Conceptions before and after Hands-on Laboratory about Electrostatic

Métioui_Abstract_Oral presentation: see proposal enclosed below.

Speaker: Abdeljalil Metioui (Université du Québec à Montréal)

Métioui_Proposal_Oral presentation_GIREP22.docx

15:50 Exploring the Traits of Competent Physics Teachers: Insights from Secondary School Physics Teachers

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 will contribute to professional development and teacher training programs by offering insights into the viewpoints of educators. This study is part of a large project aimed at developing a tool to get a better understanding of physics teachers and their unique attributes.

Speaker: Deena Davis

Abstract for conference GIREP 2025_v1.docx

16:10 Examining Ethiopian Physics Teachers’ Conceptual Understanding and Pedagogical Content Knowledge in Mechanics

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 7 of them. Preliminary results indicate some limitations in subject matter knowledge, knowing students’ learning difficulties and appropriate teaching strategies.

Speaker: Dereje Aynekulu Dejene (NTNU)

Examining Ethiopian Physics Teachers Conceptual Understanding and PCK in Mechanics.docx

16:30 Influence of a professional learning programme in physics on teachers’ beliefs and classroom practices

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 programme in physics. Findings reveal that teachers’ have stronger beliefs about the importance of child-centred learning and that there is a positive correlation between their child-centred beliefs and their use of inquiry-based learning in physics education.

Speaker: Stephen Gammell (Centre for the Advancement of STEM Teaching and School of Physical Sciences, DCU Faculty of Science and Health, Dublin City University, Ireland)

GIREP2025_abstract_Beliefs&practices_for_submission.docx

15:30 → 17:00 Parallel oral presentations: Parallel oral presentations 222 THERMO

Convener: Mojca Čepič (University of Ljubljana, Faculty of Education)

15:30 Assessing Secondary School Students’ Understanding of the First Law of Thermodynamics: Challenges and Insights

To investigate secondary school students' understanding of the First Law of Thermodynamics within the Croatian educational system, we developed a test by adapting the "Survey of Thermodynamic Processes and First and Second Laws (long)". The test was administered to students from three Zagreb secondary schools following their completion of thermodynamics content. Data analysis included the application of the Rasch model, which confirmed the test's functionality and demonstrated that its difficulty appropriately matched the abilities of the participants. Additionally, frequency analysis identified common student conceptual difficulties and areas of difficulty, which will be addressed in the presentation.

Speaker: Petra Plavsic (Department of Physics, Faculty of Science, University of Zagreb, Croatia)

GIREP_plavsic_petra.docx

15:50 Effect of Experiment-Based and Mathematical Modeling Approaches on Conceptual Understanding of Thermodynamics

This study investigates the impact of experiment-based learning and mathematical modeling on high school students' thermodynamics understanding. It aims to bridge the gap between theoretical concepts and real-world applications through hands-on experiments and computer-based simulations. A sample of 120 students engaged in activities on heat and temperature concepts. Pre- and post-assessments were conducted to evaluate students' learning outcomes when we compared them to their preliminary information. The results, analyzed through MANOVA to indicate significant improvements in students' conceptual understanding and problem-solving skills. These findings underline combining theoretical and practical approaches and using multidimensional methods in enhancing physics education.

Speaker: İrem Ören

Effect of Experiment-Based and Mathematical Modeling Approaches on Conceptual Understanding of Thermodynamics-final.docx

16:10 Carnot’s Waterfall and the Notions of Power and Energy

We accept the idea of power of a Force of Nature as it arises from Sadi Carnot’s Waterfall Analogy. We show in what sense power is experientially and conceptually primary, and how it can be used for motivating the energy principle (rather than taking power as derived from the concept of energy). We use a macroscopic steady-state model of irreversible thermal engines for demonstrating that Carnot’s notion of power cannot be derived from the concept of energy.

Speaker: Prof. Hans U Fuchs (Free University of Bozen-Bolzano)

Power_and_Energy.docx

15:30 → 17:00 Parallel oral presentations: Parallel oral presentations 223 QUANT

Convener: Benjamin Zwickl

15:30 Grasping the Invisible: Design and Implementation of Electronic Quantum Dice

We present research on the development and initial implementation of hands-on demonstration material for quantum entanglement using electronically modified dice. These “Quantum Dice” are equipped with displays, orientation sensors, and wireless communication to simulate basic quantum physics concepts. The system supports various educational scenarios, from basic entanglement demonstrations to quantum key distribution experiments. We will share insights into the design and development of Quantum Dice and preliminary results on the implementation. Attendees will have the opportunity to interact with a prototype of the Quantum Dice and discuss the potential of Quantum Dice to facilitate reasoning about abstract quantum phenomena. Understanding the considerations made in our study can contribute to improving demonstration materials for quantum physics education.

Speaker: Bart Folkers (University of Twente)

GIREP25_abstract_Folkers_QuantumDice.docx

15:50 NV-center magnetometer experiment for school and its educational concept

This conference contribution presents an educational concept designed to facilitate understanding of the physical principles underlying a nitrogen vacancy (NV) center magnetometer setup. This concept is strongly based on an experimental setup to profit from the quantum application perspective. Additional experiments are incorporated to provide further insights into key related concepts, such like energy level schemes, fluorescence, and electron spin. With this approach, we aim to engage students in schools, student academies, and student laboratories.

Speaker: Mr Simon Koppenhöfer (Universität Stuttgart, Physik und ihre Didaktik, Pfaffenwaldring 57, 70569 Stuttgart, Germany)

GIREP25_SimonKoppenhoefer_v3.docx

16:10 God plays quantum dice – teaching bosons and fermions to high school students

We present here a teaching unit about bosons and fermions adapted for high school. Despite the importance of the topic as a gateway to many-particle physics, it is absent from most high school curricula and most research on the subject. A teaching unit is presented, and initial findings supporting its adaptation to high school are presented.

Speaker: Dr Efraim Yehuda Weissman (Jerusalem College of Technology)

girep q dice weissman et al.docx

16:30 Identifying opportunities to integrate quantum sensing into bachelor’s-level physics courses

Quantum principles are driving advancements in quantum computing, communication, and sensing. While quantum computing has gained significant attention in education, quantum sensing remains largely overlooked. To identify opportunities to integrate sensing into existing quantum-related curricula, we performed an analysis of six commonly used textbooks in modern physics, quantum mechanics, and quantum computing. We identified excerpts based on quantum sensing keywords (e.g., interference, imaging, entanglement) and categorized excerpts based on their context and their conceptual and mathematical depth. This study will inform the development of quantum sensing modules that can be integrated into quantum technology-related courses.

Speaker: Benjamin Zwickl (Rochester Institute of Technology)

GIREP23_abstract_Zwickl.docx

15:30 → 17:00 Parallel oral presentations: Parallel oral presentations 224 MATH

Convener: Daniele Provenzano

15:30 Comparison of Student Reasoning of Partial Derivatives Before and After the Instruction

As a part of a broader project that aims to investigate students’ mathematical understanding in physics, this study explores how students understand the partial derivatives of divergence and curl of vector field diagrams. Students are asked to draw vector field diagrams for the given partial derivative before the instruction. After the instruction they have asked to find the sign of the partial derivative of a certain vector field plot. Student difficulties finding partial derivatives of divergence and curl of vector field diagrams before the instruction and after the instruction will be compared.

Speaker: Dr Zeynep Topdemir (Johannes Kepler University Linz)

GIREP25_abstract_Zeynep_Topdemir.docx

15:50 Key Design Principles for Enhancing the Transfer of Mathematics to Physics in Upper Secondary Education

Abstract. The transfer of mathematics to physics remains challenging in secondary education. This presentation focuses on four factors hindering transfer: compartmentalized thinking, mismatch in pedagogical approaches, differing teacher beliefs, and a lack of mathematical proficiency. Key design principles for enhancing this transfer include limited intervention in physics textbooks, involving activation of prior mathematical knowledge, applying mathematics in a rule-based manner rather than relying on ad-hoc strategies (‘tricks’), and providing strategic hints to guide students effectively towards solutions. These design principles strengthen students' transfer of mathematics to physics and support insight in the underlying mathematics rather than using ‘tricks’.

Speaker: Süleyman Turşucu (PhD)

Proposal_GIREP_2025_S.Tursucu.docx

16:10 When Assumptions Make the Difference: The Curious Case of the Mistreated Bernoulli’s Equation

This work examines widespread misconceptions about Bernoulli's equation, both in high school and university courses, where students and instructors often overlook the assumptions required for its correct application. By analysing the most common mistakes of Italian students taking part in Physics competitions, the work highlights how errors emerge, particularly in relation to assumptions like smoothness, steady flow, and irrotationality. The consequences of violating these assumptions are explored, such as incorrect conclusions or apparent paradoxes. Special attention is given to specific examples, such as the Magnus effect and the Heron’s fountain.

Speaker: Daniele Battesimo Provenzano (Scuola Normale Superiore)

GIREP25 - Bernoulli's Misconceptions.docx

15:30 → 17:00 Parallel oral presentations: Parallel oral presentations 225 LAB

Convener: Forrest Bradbury (Amsterdam University College)

15:30 Bottom-up implementation of learning goals in physics lab courses by a hands-on didactic training of instructors

Despite empirical evidence for the effectiveness of competence-based physics lab courses, they frequently still follow historically developed structures pragmatically using the infrastructure given. In this talk, the design of a hands-on didactic workshop for instructors and the experiences made over the years are presented. An integral feature is the development of learning goals for the experiments by the instructors and an alignment of their responsibilities with these goals. Accordingly, the workshop represents a resource-saving solution for promoting the instructors’ didactic competences and establishing learning goals in a bottom-up way automatically ensuring their implementation by the instructors.

Speaker: Sebastian Schellhammer

GIREP25_LAB_COURSE_250104.docx

15:50 Quantifying students' collective creativity in designing soft matter experiments

Creativity is an important higher order skill but it is hard to measure directly. Various
methods to measure students’ collective creativity are compared and discussed. These methods were applied to students’ design proposals for an own choice experiment in soft matter. After comparison, the most promising quantification of collective creativity was a random probability calculation of the subject distribution. By being able to distinguish smaller changes in collective creativity between years, this new measure will be very helpful in improving future implementations of lab courses to stimulate creativity in students.

Speaker: Anna Bakker

girep2025_abstract_creativity.docx.pdf

16:10 Adopting Nontraditional Labs in a Professional Learning Community - an Ecological Perspective

Despite calls to increase student agency in experimental research practices in the instructional lab, traditional labs remain highly prescriptive. This study took an ecological perspective to examine teachers' considerations when engaging in a professional learning community (PLC) designed to support reform in lab instruction. We focus on small group discussions to analyze teachers’ discourse in terms of the different environments (e.g., classroom, academic courses, Ministry of Education) they refer to when addressing epistemological and pedagogical challenges. The analysis demonstrates the viability of the ecological framework and highlights the importance of considering various environmental influences in a PLC design.

Speaker: Adi Noga (Weizmann Institute of Science)

Adopting Nontraditional Labs in a Professional Learning Community - an Ecological Perspective.docx

16:30 Open inquiry in undergraduate lab courses

Labs can be effective in teaching critical thinking and developing student self-efficacy for empirical science. Open inquiry labs allow students agency in all phases of an inquiry, from defining the research question, testing, refining, and implementing the research methods, and drawing conclusions from results. A team of teachers of diverse undergraduate lab courses won a grant to collaborate in improving their open inquiry teaching methods and to publish open-access course materials and design guidelines to help other lab teachers to adopt open inquiry methods. In our conference contributions we present these practices and guidelines.

Speaker: Forrest Bradbury (Amsterdam University College)

GIREP23_abstract_Bradbury_final_v2.docx

15:30 → 17:00 Workshops: 3 Workshops 221 ASTRO TEACH INSTR

15:30 Building a timer: Modeling Instruction in the Netherlands - INSTR

Modeling Instruction is a guided inquiry-based learning approach that fosters student engagement and deep understanding of physics through collaborative model development and deployment. This workshop narrates the experiences gained with this method in Dutch classrooms, which sparked enthusiasm among teachers and students alike. Attendees will engage in a hands-on activity encompassing both phases of Modeling Instruction: developing a model for spring mechanics and deploying it to construct a timer. Participants will experience the method’s collaborative dynamics, and gain insight into its potential to inspire both teachers and students.

Speaker: Cathy Baars-de Boer

Proposal Leiden.docx

15:30 Let's bring critical thinking into physics lessons together! - TEACH

This workshop aims to integrate Critical Thinking (CT) into physics education, an aspect often overlooked in daily teaching. Using a scaffolded instructional approach aligned with Halpern's CT framework, the workshop will provide educators and teachers with the essential skills and knowledge to enhance CT in the physics classroom. Grounded in behavioral theories, it emphasizes practical engagement, allowing participants to develop, evaluate, and refine CT-based materials through hands-on activities and peer review.

Speakers: Dr Farahnaz Sadidi (TU Dresden), Dr Thomas Prestel (TU Dresden)

GIREP25_abstract_workshop_submit.docx

15:30 Understanding stellar properties through conceptual modelling - ASTRO

In this workshop we present three lesson activities to teach core (astro)physics concepts at pre-university level which students find difficult to grasp with traditional interventions: star properties, star states and the fusion-gravity balance. In each activity, students construct and simulate a conceptual cause-effect model. An evaluation study in nine Dutch classrooms showed that the star properties lesson significantly increased students’ understanding of the underlying causal relationships. The lessons were created as part of the Stargazing Live! project, which inspires students with an interactive planetarium lesson incorporating real astrophysical data before triggering deep learning with the conceptual modelling activities.

Speaker: Dr Marco Kragten (Amsterdam University of Applied Sciences)

GIREP2025 Kragten SL DynaLearn Workshop 2025 01 30_FINAL.docx

17:10 → 18:40 Official meetings: Exclusive meeting of GIREP with Cooperating Bodies

Convener: Dr Eilish McLoughlin

17:10 → 17:55 Official meetings: Exclusive meeting of GIREP with Teachers

Convener: Dagmara Sokołowska

17:10 → 17:55 Official meetings: Open meeting on Summer school evaluation

Conveners: Edit Yerushalmi (Weizmann institute), Stamatis Vokos

Wednesday 2 July

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 311 IDENT

Convener: Joanna Francesca Behrman (University of Copenhagen)

09:00 Understanding the nature of science and the development of a scientist identity through research internships in modern physics

It is an important challenge for teacher education programs to promote deep understanding of the nature of science (NOS), and the development of a scientist identity among their students. This study examines how internships in modern physics research, as part of the program, can be employed to attain those aims. Interview data and reflective logs reveal that students feel more confident in conducting scientific inquiry. Further analysis aims to uncover how such experiences may contribute to long-term professional development. This presentation will focus on how research internships can be structured and supported to promote NOS understanding and scientist identity development.

Speaker: Marijn van Nijhuis (Utrecht University of Applied Sciences, Utrecht University)

GIREP22_abstracttemplate_MvN_final.docx

09:20 A Structural Model of Grit, Expectancy-Value and 21st Century Skills on the Physics Achievement of STEM College Freshmen Students and Its Implications on Tertiary STEM Education

Recent results of the Basic Education Exit Assessment (DepED, 2019; Manila Times, 2020), a national achievement test that was administered to all Grade 12 students, showed that students had a low mean percentage score (MPS) of 41.6% in Language, 32.1% in Science, and 27.9% in Mathematics. Furthermore, 21st century skills were below proficiency. Specifically, the MPS in problem-solving was 38.1%, 35.9% in information literacy, and 34.9% in critical thinking. The low proficiency in STEM and 21st century skills ran counter to the broader agenda of the country, which was to accelerate human capital development in STEM fields to sustain inclusive economic growth. Similarly, Almerino et al. (2020) evaluated the performance of K-12 students using a standardized test known as the Scholastic Abilities Test for Adults (SATA). Results showed concerns regarding the mismatch between coursework offered in Philippine K to 12 educational institutions with industry demands. Their study showed that many students may still need to prepare for higher education and obtain jobs despite the K to 12 curriculum reforms.

Speaker: Alwielland Bello (Bukidnon State University)

Bello_2025 GIREP Conference Abstract final.docx

09:40 Investigating the Dynamics of Sense of Belonging to Physics and Physics Identity in High School Physics Classes

This study examines the dynamic nature of students' sense of belonging in physics (SoBP) and physics identity (PI) in relation to different physics topics and emotional states. Using a mixed-methods approach, pre-test and post-test surveys were conducted with 54 11th-grade students in a science high school in Turkey. Data collection is ongoing, covering topics such as motion and projectile motion, with future plans to include momentum, torque, etc. Findings aim to provide insights into the evolving nature of SoBP and PI, offering valuable perspectives for educators to foster inclusive and supportive learning environments.

Speakers: Kübra Özmen, merve biçmen şenol (Doğan Cüceloğlu Fen Lisesi)

application.docx

10:00 A network study using historical data to assess the production of women in physics by women’s colleges

Gender equality in physics is a pressing issue as women continue to be underrepresented at almost all levels of education or employment. However, women’s colleges have produced a disproportionate number of female science graduates for over a hundred years. In this longitudinal interdisciplinary study, historical institutional records have been used to create a purpose-built database of hundreds of women in physics spanning two centuries. We conducted bipartite (two-mode) network analyses of female physicists with both institutions and people as nodes. Preliminary results indicate key factors in the success of a subset of highly productive institutions for women in physics.

Speaker: Joanna Behrman (University of Copenhagen)

Behrman_GIREP_abstract.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 312 TEACH

Convener: Estelle Tison

09:00 Exploring the Photoelectric Effect and the Electromagnetic Spectrum through Art Analysis in Physics Education

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 electromagnetic waves. Findings show improved conceptual understanding, increased engagement, and stronger critical thinking skills. This approach demonstrates the relevance of physics beyond the classroom, fostering interdisciplinary learning and scientific inquiry. Future research could expand applications in cultural heritage and science communication.

Speaker: Ms Brenda Ixcuiname Saavedra (GIREP 2025)

GIREP25_Mora_Saavedra_Villavicencio.docx

09:20 Effectiveness of Peer Mentoring for Helping College Physics Faculty Members Improve Their Teaching in Japan

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 teaching. Furthermore, the results indicate that teaching effectiveness towards active learning seems to be dependent on topics. The topic-dependence of teaching is further discussed in the presentation.

Speaker: Sachiko Tosa (Niigata University)

GIREP22_abstract_tosa.docx

09:40 Preschool teacher training in physics under the new Mexican school approach

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 playful way. This project presents the results of a physics teaching course under the scheme of the New Mexican School for preschool teachers in hybrid mode: using a digital platform for activities, permanent advisory support, synchronous online work sessions and face-to-face sessions where simple low-cost experiments are shown.

Speaker: Dr Mario Humberto Ramírez Díaz (IPN)

GIREP23_abstracttemplate _MHRD-MOA-CAV.docx

10:00 The Meaning of Energy in Physics Teaching in France (grades 7 to 9): an Analysis of Official Documents.

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. We show that transfers and forms of energy are often undifferentiated. Yet this distinction is a prerequisite for a proper understanding of the social issues surrounding energy.

Speaker: Estelle Tison (LDAR - Université Rouen Normandie)

Tison_GIREP25.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 313 INTER

Convener: Zuzana Jeskova

09:00 ESG Junior Program: Knowledge, Skills, and Purpose

Results of international assessments (PISA, TALIS) revealed below-average performance in scientific literacy, problem-solving and critical thinking of Croatian students and teachers. That highlights the need for improvement. To address this, we undertook an innovative project, integrating ESG principles to contextualize formal knowledge in real-world settings – ESG Junior Program. The program utilizes physics, as a fundamental science, to address real-world challenges. Connecting schools with local communities, students research local issues and develop solutions, gaining practical skills for future labour market participation. Project is implemented in six pilot schools in Croatia. At the conference, we will present developed scenarios and applied methodology.

Speakers: Ivana Štibi, Mrs Marija Gaurina (University of Split, Faculty of Science, Split, Croatia)

GIREP25_ESG_JP_Stibi,Gaurina,Katavic,Stepanic.docx

09:20 Bridging Sports and Physics: Exploring Experiential Learning, Motivation, and Conceptual Gains among Indian Student Community in Qatar

This study explores the impact of sports-integrated physics instruction on high school students from diverse cultural backgrounds, such as the Indian community in Qatar. A study with 120 students in grades 11 and 12 across three schools revealed that integrating sports into physics instruction greatly enhanced students' comprehension of physics concepts, boosted their motivation, and fostered a more positive attitude towards learning the subject. The research suggests that incorporating sports into physics education enhances students' understanding and enthusiasm, which is particularly beneficial for high school classes; the findings suggest a move towards interdisciplinary teaching techniques, focusing on active and student-centred learning.

Speaker: Mohammed Vallikkaparambil (Qatar University)

Physics and Sports-Full Abstract.docx

09:40 Enhancing University Physics and Chemistry Education through Interdisciplinary Research: The ENACT Project

The ENACT project represents a pioneering interdisciplinary initiative between the University of Padova and the University of Wroclaw, aiming to integrate materials science, advanced data analysis, and machine learning techniques into physics education. By fostering hands-on learning experiences in energy conversion and storage, the project contributes to the development of critical skills required in modern scientific research. This paper explores the impact of ENACT on physics education, highlighting its contributions to digital transformation, artificial intelligence, and sustainable energy solutions.

Speakers: Mirela Kaczmarek (University of Wrocław), Radoslaw Wasielewski

ENACT_abstract_2pages.docx

10:00 STEM Investigations: Integrating Interdisciplinary Learning to Solve Real-World Problems

STEM Investigations is a new subject designed for upper secondary school students (aged 17–18) to address real-world problems through interdisciplinary inquiry. Building on knowledge from mathematics, physics, chemistry, biology, geography, and computer science, students engage in activities that integrate scientific methods with digital tools. Example topics include diving safety, UV radiation risks, Earth’s climate system, and others emphasizing the connections between science and everyday life. The subject combines guided and open inquiry, encouraging critical thinking, collaboration, and creativity. By promoting problem-solving across disciplines, STEM Investigations prepares students for STEM careers and equips them with essential skills for addressing complex challenges.

Speaker: Zuzana Jeskova

GIREP25_Jeskova_et al_final.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 314 INSTR

Convener: Tetyana Antimirova (Toronto Metropolitan University (formerly Ryerson University))

09:00 Addressing Inequitable Access to Collegiate Level Physics Education in the U.S.

Within the U.S., inequities in primary and secondary education are often perpetuated at the collegiate level, notably in calculus-based introductory physics courses. In this presentation, I will discuss a national initiative aimed at addressing these disparities through a multi-pronged approach involving awareness-raising, curriculum development, and research. The curriculum development component focuses on integrating quantitative literacy and enhancing mathematical skills within introductory physics courses. Concurrently, our research evaluates the effectiveness of various models of introductory sequences on student success using a combination of qualitative and quantitative methods. Ultimately, this initiative has the potential to dismantle systemic inequities in collegiate-level, physics education.

Speaker: Dr Geraldine Cochran

GIREP25_abstract.docx

09:20 It’s all about the BASICs: a framework for a hands-on electronic course

Our bachelor’s Nanobiology electronic instrumentation course has had limited success in fostering student’s conceptual development during, in their perception, tedious lab work. To improve students’ learning outcomes and their time-management abilities, we developed the Background, Anticipate, Simulate, Implement & Investigate, Compare & Conclude (BASIC) framework to reduce cognitive load: by adapting the Predict-Observe-Explain structure with Just-In-Time-Teaching, a clear scaffolding structure, and improved expectation management. After a one-week pilot study, we ran the BASIC framework for two years. We observe that students come to class better prepared, manage to finish assignments in time, understand better, and are overall more satisfied.

Speaker: Margreet Docter

GIREP25_abstract v2_final.docx

09:40 Adaptive, study-accompanying refreshment of school mathematical skills in the STEM degree programs with a focus on Physics and Medical Physics

Because of a dropout-rate to 60% in physical degree programs in Germany, a students’ learning offer has been developed minimizing their individual school mathematical weaknesses which are one component that students quit their studies without graduation. While the first three degree’s semesters, the students test their maths competencies and get an individual learn path with exercices and programs supporting their learning attitudes and interdisciplinary competencies parallel to their studies.

Speaker: Caroline Wortmann

Abstract_GIREP-EPEC 2025_final_2.docx

10:00 Concept Mapping in Undergraduate Physics Courses: A Case Study in a Nuclear Physics Course

Concept maps are visual representations of the relationships between concepts. While a typical undergraduate physics course has a long list of concepts, the concept maps help to organize these ideas into a structure. Physics concept maps can be successfully used in introductory physics courses to visualize the concepts hierarchy and make complex and abstract ideas more comprehensible to learners. This talk will discuss the experience and suggest best practices of using concept maps in an upper undergraduate Nuclear Physics course.

Speaker: Tetyana Antimirova (Toronto Metropolitan University (formerly Ryerson University))

GIREP 2025 Proposal Tetyana Antimirova.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 315 AI

Conveners: Guillermina Ávila García (Instituto Politécnico Nacional, CECyT 11), Guillermina Ávila García (Instituto Politécnico Nacional, Centro de Estudios Científicos y Tecnológicos No. 11)

09:00 Development and Validation of a Performance-Based AI Literacy Assessment Test for High-School Students Enabling Predictions of their Performance in Tasks Involving AI Tools

AI literacy is pivotal for students navigating AI-driven environments. This research introduces a novel performance-based AI literacy assessment test targeting high-school students (16–19). Built on foundational AI literacy conceptualisations, the tool aims to predict students’ proficiency in using AI tools effectively. Validation employs Classical Test Theory and Item Response Theories, eventually linking test outcomes with performance in AI interactions. Initial findings from trials conducted at CERN Science Gateway will be presented. Ultimately, the results will inform AI-themed physics education interventions, enhancing students’ critical thinking, input creation, and reflective abilities within AI contexts.

Speaker: Tobias Patrick Treczoks (Ludwig Maximilians Universitat (DE))

Treczoks_AI_Literacy_Assessment_GIREP25_Abstract_Submit(1).docx

09:20 Validating chained computerised adaptive testing for the Force Concept Inventory

In our previous study, we developed an algorithm called chained computerized adaptive testing (Chain-CAT), which sequentially links the test results of each administration. To validate the algorithm, we analysed the progression of the conceptual understanding of each student based on Chain-CAT against a clinical interview, then examined the consistency of both results. A pilot study showed that there was uncertainty in scoring among analysts about the methods of quantifying the interview utterance data. To address the issues, the survey procedure was improved for the main study. The results of the main survey (which is now underway) will be reported.

Speaker: Jun-ichiro Yasuda (Nagoya university)

GIREP25_abstract_JY250126v3.docx

09:40 Optimizing Large Language Models Assisted Learning in Experimental Physics Lab

This study explores the integration of large language models (LLMs) in physics laboratory education, focusing on their effectiveness and required adjustments. An LLM assistant was deployed in four implementations involving 190 students in online and in-person instruction. The research identified that LLM performance varies with question type, excelling with factual and analysis questions but requiring detailed context for observation- and measurement-based tasks. Iterative adjustments, including targeted prompting and broader acceptable answer ranges, significantly improved outcomes. Findings highlight the potential of LLMs to support experimental learning and provide actionable insights for educators integrating AI tools into laboratory settings.

Speaker: Marina Babayeva (Charles University)

Babayeva_abstract.docx

10:00 From the atomic nucleus to popcorn: Guided use of AI for the development of critical thinking in IPN high school

This inquiry refers to how the use of Artificial Intelligence influences the construction of scientific arguments in the process of experimentation in Physics with high school students in Mexico, where a dependence on the excessive use of AI for argumentation was observed, in such a way that limits the development of critical thinking, since AI generates superficial and sometimes inaccurate answers. However, when teaching guidance is provided, students improve significantly, students demonstrate an evaluation of the information provided by AI by ascertaining sources that show a guideline in the construction of arguments.

Speakers: Dr Mario Humberto Ramírez Díaz (Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada, Unidad Legaria), Guillermina Ávila García (Instituto Politécnico Nacional, Centro de Estudios Científicos y Tecnológicos No. 11)

GIREP23_abstracttemplate-Ávila, Ramírez, Horta.docx

09:00 → 10:30 Workshops: 3 Workshops 311 INF QUANT LAB

09:00 Hands-on and kinaesthetic activities to teach quantum mechanics in an engaging, visual way - QUANT

The rapid advancement of quantum technologies in recent years has emphasized the need to incorporate quantum mechanics into education at various levels. However, introducing complex concepts such as entanglement, macroscopicity or quantum cryptography at the high school level remains a challenge, since they rely on advanced notions in algebra. In this workshop, we present hands-on and kinaesthetic activities to overcome that challenge and make such concepts easy to visualize and understand. The activities require minimal materials and are designed to be accessible to students without prior mathematical knowledge, making them straightforward to implement in classrooms.

Speaker: Andrea Lopez-Incera

GIREP25_hands-on_activities_quantum_LopezIncera.docx

09:00 Physics Cards Different? The Same! Recognising Physics Concepts in a Variety of Representations for a Wide Range of Student Activities - INF

Gamification has a positive impact on student motivation and learning outcomes. The physics cards called Different? The Same! have been specially designed to encourage student thinking and group discussion. The underlying concept is to recognise, compare, and contrast various representations of certain physics concepts. A set consists of three types of cards that can be combined. This leads to great variability in how the cards can be used in the classroom or in non-formal education contexts. During the workshop, participants will play six or more selected activities, discuss other ways in which the cards can be integrated into students' learning, and we share feedback we have gathered during the two years of using these cards in schools.

Speaker: Zdeňka Koupilová

GIREP23_abstract_Koupilova-PhysicsCards.docx

09:00 Workshop on Tailor, an application for data analysis and curve fitting in high school and university teaching labs - LAB

When we teach students to perform physics experiments, we want them to compare their results to a physical model. We found existing data analysis tools to be lacking and built our own. In courses where we now use Tailor, we found that discussions no longer focus on how to perform the analysis, but rather on the outcome. The act of analysing data becomes a minor task and more time is devoted to the physics behind the experiment. In the workshop we will explore how Tailor can improve the teaching of experimental physics, both in high school and college / university.

Speaker: David Fokkema (Vrije Universiteit Amsterdam)

GIREP25_abstract_tailor.docx

10:30 → 11:00 Coffee break

11:00 → 12:00 Keynote speaker: Judith Hillier - IDENT

Convener: Roeland van der Rijst (Leiden University)

11:00 Inclusion and Diversity in Physics

There have long been concerns about the lack of diversity in physics, most notably around the under-representation of women, with numerous efforts to make physics a more inclusive discipline. I will present an overview of how far we have come in recent decades, and how the nature of the discourse has changed from trying to ‘fix’ the people in the minority groups, to asking more searching and challenging questions about the culture of physics and the behaviours that perpetuate it.
Drawing on my own research with CUWiP+ UK & Ireland (Conference for Undergraduate Women and Non-Binary Physicists) over the last 10 years, we will explore what we can learn from the experiences of these young people whilst studying physics, and their hopes and aspirations for careers in physics. By examining their experiences during an annual 3 day conference, we will reflect on what it means to co-construct an inclusive physics community. We will also study the experiences of those who organise these conferences and how these leaders too are changed by this work that is conducted alongside the rest of their roles. Finally, we will consider how the physics education research community might continue this drive to increase inclusion and diversity in physics amidst a swiftly changing and challenging political landscape.

Speaker: Dr Judith Hillier

12:00 → 13:00 Lunch

13:00 → 18:00 Excursions: 6 Excursions

13:00 Anatomical museum & Hortus Botanicus

Speaker: Eveline de Boer

13:00 De Leidsche Bierbrouwerij

Speaker: Lianne van der Meer

13:00 Drievliet: Embodied experiences of physics in Amusement Parks and Playgrounds

Speakers: Ann-Marie Pendrill (Lund university), Jurnan Schilder (U. Twente)

esa estec travel and check in.pdf

Visit GIREP Conference 02-07-2025.pdf

13:00 Louwman car museum

13:00 Space Expo

13:00 Wall formula walk through Leiden ending at the Old Observatory

Speakers: Ivo Van Vulpen (Nikhef National institute for subatomic physics (NL)), Ivo van Vulpen (Leiden University), Mr Michiel Thijssen (Leiden Institute of Physics)

Thursday 3 July

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 411 TEACH

Convener: Mo Basir

09:00 Developing Student Competences for Sustainable Development: Are Teachers Prepared

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. Across all arrays, critical thinking and systems thinking were valued, though to varying degrees, while political agency was consistently seen as less important. Understanding these perspectives is crucial for shaping effective policies and frameworks.

Speaker: Dr Dury Bayram (Eindhoven University of Technology)

GIREP23_abstracttemplate.docx

09:20 E-R-R teaching framework implemented in future physics teacher education

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 support the development of critical thinking. In our research we focused on observing whether using these methods in preservice teachers' teaching can change their thinking about methods that promote critical thinking, their motivation to use them, and their level of critical thinking.

Speaker: Tereza Hrouzková (Palacký University Olomouc)

GIREP2025_Hrouzkova.docx

09:40 Pre-service physics teachers learn to write reports in the instructional physics labs

The paper reports results from a project designed to investigate the difficulties that sixty-four pre-service physics teachers experienced while learning to write lab reports after having performed lab experiments. At the same time, they were giving written comments to peers. Sources of data included lab reports, weekly reflection papers, interviews with the participants and peer-to-peer feedback. Results suggest that pre-service teachers experienced a variety of difficulties related to writing and that feedback enhanced the quality of lab reports throughout one semester.

Speaker: Olga Gkioka (boğaziçi)

OlgaGkioka-LGirep2025.docx

10:00 Faculty Online Learning Communities: Sustaining Inquiry-Based Teaching in Physics Education

Faculty Online Learning Communities (FOLCs) provide sustained support for faculty implementing research-based instructional strategies (RBIS), fostering both immediate pedagogical improvements and long-term professional growth. Synthesizing two studies on the Next Generation Physical Science and Everyday Thinking (NGPET) FOLC, this study examines how faculty transition from curriculum adopters to mentors and leaders. Using Wenger et al.’s value creation framework, findings highlight teaching efficacy, leadership development, and institutional influence as key outcomes. FOLCs mitigate institutional barriers and promote faculty persistence in student-centered teaching, underscoring the need for long-term, community-driven faculty development models to drive STEM education reform.

Speaker: Mo Basir (University of Central Missouri)

M.Basir.fourth draft-2025.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 412 LAB

Convener: Dr Sapna Sharma (St. Bede's College, Shimla, India)

09:00 Assessing Self-Efficacy in University Physics Laboratories: The Impact of Teacher and Peer Collaboration

This study explores student-teacher collaboration during undergraduate physics laboratory activities and its impact on self-efficacy. Using a longitudinal pre-experimental design, collaborative networks and self-efficacy regarding experimental set-up, data analysis and error handling were assessed in 4 laboratory sections (N=42). Results show an increase in the frequency of teacher assistance as the course progresses. Using multiple linear regression models, it is shown that frequent help from the teacher or peers is relevant to self-efficacy.

Speaker: Cecilia Stari

GIREP25-STARI.docx

09:20 Bridging Theory and Experimentation: Identifying the Most Accurate Model for Soap Bubble Deflation

This study investigates the deflation dynamics of soap bubbles attached to cylindrical straws, combining theoretical modelling with laboratory experiments. A mathematical model is developed to describe the evolution of the bubble’s radius, incorporating surface tension and viscosity. The experimental setup validates the model, highlighting the importance of precise measurements, statistical analysis, and the iterative nature of scientific inquiry. The study also emphasizes the didactical value of engaging students with hands-on experimentation, fostering both theoretical understanding and practical skills.

Speaker: Daniele Battesimo Provenzano

GIREP25 - Deflating Bubbles.docx

09:40 Error and Uncertainty: An Incoherent Hybrid in French High School Education

The Bureau International des Poids et Mesures plays a central role in standardizing metrology. Thirty years ago, it shifted its approach to measurement, moving away from the concept of true value and error toward a framework in which a measurement result is represented as a set of possible values. The transposition of the international standard into secondary education is currently underway. In this study, we analyse the official French physics syllabus and corresponding high school textbooks. While curricula fully align with international standards, textbooks often mix the two approaches inconsistently, resulting in a lack of conceptual coherence.

Speakers: Nicolas Décamp, Julien Browaeys (Université Paris Cité)

GIREP25.docx

10:00 Tracking the Swing: Unveiling the Physics of Increasing Amplitude

The motion of a pendulum, particularly a swing, is a classic example of periodic motion that follows fundamental physical principles. Understanding the factors that affect the amplitude of a swinging object is essential for understanding a wide range of applications. This paper investigates the dynamics of a simple swinging system, analyzing key aspects such as x vs. t, v vs. t, and energy vs. t graphs using Tracker software. It demonstrates the concepts of energy conservation, damping forces, and the influence of external driving forces, such as human input, in amplifying the swing's motion. By examining these factors, the paper provides a comprehensive insight into the mechanics that govern swing amplitude.

Speaker: Dr Sapna Sharma (St. Bede's College, Shimla, India)

GIREP _Abstract _Sapna.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 413 DIGI

Convener: Dr Matteo Tuveri

09:00 Exploring the Effectiveness of AR Headsets and AnReAL in Teaching Motion Concepts

Over the past decade, Physics Education Researchers have increasingly focused on Augmented Reality (AR) as a key technological tool. This ongoing study investigates the effectiveness of AR headsets, specifically using the software AnReAL, in teaching motion-related concepts. AnReAL transforms AR headsets into interactive physics labs, enabling real time visualization of mathematical objects of physical interest - such as trajectories and vectors - integrating embodied learning into an immersive and interactive environment. Grounded in Active Learning, AnReAL-based activities involve group and peer discussions, motion and trajectory predictions, and immediate feedback, fostering a deeper understanding of motion concepts.

Speaker: Caterina Giovanzana (University of Trento)

GIREP25_Giovanzana_versione4.docx

09:20 Exploring Potential Use Cases of Immersive Technology in Secondary School Physics

Extended Reality (XR) technologies including virtual reality (VR) and augmented reality (AR) offer new opportunities for physics education and may be integrated into classrooms in the future. This study explores their potential through two XR tools designed for secondary students, expanding on prior AR-based physics simulations for undergraduates. Ten science teachers tested these tools and provided feedback via semi-structured interviews and focus groups. Key themes include engagement, feasibility, and curriculum alignment. While XR was seen as valuable, concerns arose about curriculum constraints, lesson time, and student monitoring. Student data collection is ongoing, with findings to be presented at the conference.

Speaker: Dr PHILIPPA PETTS (Durham University)

GIREP25_abstract_PETTS.docx

09:40 Advancing Physics Computational Literacy with AI and Open-Source SageMath

Computational literacy is essential for physics students, yet traditional tools can still be challenging for beginners. We introduce a digital tool, AI-enhanced SageMath HTML notebooks, integrating the Mistral AI assistant for code generation, formatting, and explanation. This seamless integration strongly supports numerical and symbolic calculations, data analysis, and visualization. To assess its impact, we conducted pilot testing in 2024 and launched a case study in 2025 within two university courses. Our findings, with a full data analysis based on current data science methodology, will be presented at the conference, demonstrating how generative AI could enhance physics computational literacy.

Speaker: Dominik Borovský (Pavol Jozef Šafárik University in Košice)

2025BorovskyHancGirepLeiden.docx

10:00 Using Digital Storytelling to Bring Gravitational Waves to School: the GRAVIS Project

Primary and lower secondary school students are naturally curious, often exhibiting a "little scientist" attitude. However, curiosity alone is not enough for developing structured scientific thinking, essential for their education. We present the GRAVIS project, an educational program which brings together gravitational waves physics and digital storytelling to engage students in inquiry-based learning, hands-on activities, and narrative creation. Developed in collaboration with Einstein Telescope Italy, it fosters critical thinking, creativity, and reflection on scientific discovery. By incorporating AI tools and real-world connections, GRAVIS aims to deepen engagement and prepare students for future STEAM education and careers.

Speaker: Dr Matteo Tuveri

GIREP25_abstracttemplate_MT.docx

09:00 → 10:30 Workshops: 3 Workshops 411 INF INSTR IDENT

09:00 Building Thinking Classrooms in Physics - INSTR

Engaging students in meaningful thinking about physics concepts can be a challenge. In mathematics education a promising approach has gained momentum recently: Building Thinking Classrooms. This approach has been adapted to physics education in a seven-week course for pre-service physics teachers at the Amsterdam University of Applied Sciences. In this workshop participants will experience the approach themselves and receive ideas about implementing it in their own practice.

Speaker: Wouter Spaan

Workshop Spaan BTC.docx

09:00 Drievliet: Embodied experiences of physics in Amusement Parks and Playgrounds - INF

Combining the embodied experiences of forces in amusement rides with simple experiments, mathematical descriptions, video recordings and sensor data can give students a deeper understanding of the meaning and consequences of Newton's laws [1]. Air pressure and rotation data can be collected by a smartphone at the same time as accelerometer data, capturing different aspects of the experience and offering many examples connecting mathematics and physics [2,3]. However, data are sometimes surprising and the interpretation can be challenging. Your own examples are welcome!

Speaker: Prof. Ann-Marie Pendrill (Lund university)

Pendrill_2025.docx

09:00 Inclusive Physics Education: Check your course with us! - IDENT

Physics remains one of the least diverse STEM fields. To meet the growing demand for STEM professionals, it is crucial to adopt inclusive, diversity-friendly teaching practices. This workshop provides practical strategies for physics educators to foster inclusivity in their classrooms. Together with participants we will explore how gender and cultural bias is present in various physics university courses, gaining awareness of how these biases affect students. Through reflection and discussion, attendees will evaluate the inclusivity of their own courses and consider ways to better support a diverse student body.

Speakers: Dr Oksana Kavatsyuk (University of Groningen), Dr Sofie van den Eynde (University of Groningen)

2025GIREP_OKavatsyuk.docx

09:00 → 10:30 Symposium: Symposium 41: Towards a coherent teaching of energy across ages and disciplines (II) - THERMO

Conveners: Dr Paul Logman (Leiden University), Dr Paul Logman

09:00 Symposium: Towards a coherent teaching of energy across ages and disciplines (II) - THERMO

This is the second part of a symposium that addresses the complex challenge of teaching energy as a crosscutting concept coherently across disciplines and grade levels. One key issue is the disparate vocabulary and norms each discipline uses to explain energy and the traditional forms-based teaching approach that often compartmentalizes students' understanding. Our discussions will focus on integrating theory with empirical methods, creating a unified language that spans different ages and disciplines, and connecting abstract concepts to everyday experiences. By emphasizing experimental-oriented approaches, the symposium will explore educational advancements and specially designed curricular materials to enhance energy education.

Speakers: Dr Paul Logman (Leiden University, Leiden Institute of Physics), Prof. Yaron Lehavi (The David Yellin Academic College of Education)

GIREP25 Energy symposium - Towards a coherent teaching of energy across ages and disciplines (II)(2).docx

09:00 → 10:30 Symposium: Symposium 42: Fostering Social and Cultural Inclusivity in Physics Education: The PLS Model - IDENT

Convener: Claudio Fazio (Università degli Studi di Palermo)

09:00 Fostering Social and Cultural Inclusivity in Physics Education: The PLS Model - IDENT

The Piano Lauree Scientifiche (PLS) is a national initiative in Italy aimed at advancing physics education across high school and university levels. This symposium highlights research from the PLS framework, emphasizing inquiry-based learning, active engagement, and social inclusivity. It explores the importance of a national project to apply research findings in schools and promote large-scale educational research. The contributions focus on inquiry-based practices, gender and social inclusion strategies, and bridging the gap between high school and university curricula. The PLS fosters educational reform and modernizes physics teaching to enhance student engagement and address societal challenges.

Speakers: Marco Giliberti (Università degli Studi di Milano), Dr Marta Carli, Silvia Galano (Department of Physics "E. Pancini", University of Naples Federico II), Claudio Fazio (Università degli Studi di Palermo)

Giliberti Symposium PLS .docx

09:00 → 10:30 Symposium: Symposium 43 - Quantum Mechanics 2025 at the Crossroads of Science and Humanities: Towards the Epiphany of a New Cultural World a Century Later - QUANT

Convener: Elina Karagiannidou (Department of Primary Education, Aristotle University of Thessaloniki, Greece)

09:00 Quantum Mechanics 2025 at the Crossroads of Science and Humanities: Towards the Epiphany of a New Cultural World a Century Later - QUANT

A century after its formulation, we discuss the multifaceted implications for education of the vast cultural connections that quantum mechanics has helped establish between physics and other disciplines. Drawing on the most recent research in quantum mechanics education, we will address the epistemological paradigms that underpin our understanding of nature and the cultural significance of technological aspects for the intellectual development of students at various educational levels; always maintaining a careful focus on the fundamental educational challenge of teaching and learning about the nature of science through physics education.

Speakers: Luisa Lovisetti (University of Milan, Department of Physics), Enrico Giannetto (enrico.giannetto@unibg.it), GRZEGORZ KARWASZ (University Nicolaus Copernicus, Torun, Poland), Mehdi Adrien Ayouz (CentraleSupélec)

Lovisetti symposium - Quantum Mechanics 2025 at the Crossroads of Science and Humanities.docx

Lovisetti symposium - Quantum Mechanics 2025 at the Crossroads of Science and Humanities.pdf

10:30 → 11:00 Coffee break

11:00 → 12:00 Keynote speaker: Rainer Müller - QUANT

Conveners: Dr Kim Krijtenburg-Lewerissa (Utrecht University), Kirsten Stadermann

11:00 Quantum Education

The teaching and learning of quantum physics has been an area of intense research in physics education for many years. Based on research on students' conceptions and learning difficulties, teaching concepts have been developed and evaluated. Possible learning objectives and the various ways to achieve them have been discussed at previous GIREP conferences. The first part of the talk will introduce our own approach, the milq concept, which is based on a mini-axiomatic of quantum physics, the 'quantum reasoning tools'.
The second part will examine how the new quantum technologies can enrich the teaching of quantum physics. Quantum computing, quantum sensors and quantum communication have been at the forefront of research in recent years and attract a lot of attention in the public. From an educational point of view, quantum technologies are interesting because the focus on the decidedly non-classical aspects of quantum physics. We will discuss how quantum technologies can be used as possible application contexts in physics teaching at upper secondary level.

Speaker: Rainer Müller

GIREP_25_Rainer_Müller.docx

12:00 → 13:00 Lunch

12:30 → 13:00 Official meetings: Exclusive meeting of GIREP with Country Representatives

Convener: Dagmara Sokołowska

13:00 → 13:30 Poster session

Poster session

13:30 → 15:00 Panel discussion: Panel discussion 41: Dialogue symposium about teaching and learning quantum physics - QUANT

13:30 Dialogue symposium about teaching and learning quantum physics

In the event of the International Year of Quantum Science and Technology, the GIREP Thematic Group on teaching and learning quantum physics would like to provide the community with a special experience. We intend to organize a dialogues where three experts will be invited to provide their take on the open questions provided by the community ahead of time. Besides, we intend to create a landscape of quantum teaching and learning practices across countries and educational levels.

Speaker: Prof. Marisa Michelini (University of Udine)

GTG-TLQP-Dialogue_abstract.docx

13:30 → 15:00 Panel discussion: Panel discussion 42 IDENT

Convener: Elina Karagiannidou (Department of Primary Education, Aristotle University of Thessaloniki, Greece)

13:30 The ethical role of a Physicist, especially that of a Physics teacher, in contemporary society”

Abstract.

This Panel Discussion seeks to investigate the ethical aspects of Physics as a profession, focusing on Physics education and instruction. Relating Physics to the ethical issues in contemporary society has become more and more important, since Physics is involved in or is the basis for many worldwide phenomena and other situations that present problems requiring resolution or treatment according to - among other points of view - their ethical substance and dimension. We believe that there is a definite need for Physics, especially Physics in classrooms and amphitheaters, to address these social, economical and environmental, as well as other, phenomena.

Speaker: Mrs Elina Karagiannidou (Department of Primary Education, Aristotle University of Thessaloniki, Greece)

Gkiolmas et al - with author names_Finalised Panel Proposal for GIREP Conference - Leiden 2025.docx

13:30 → 15:00 Symposium: Symposium 43 - Interaction of Imaginative Forms of Expression in Physics Education of K-6 Teachers - INSTR

Convener: Federico Corni (Free University of Bozen-Bolzano)

13:30 Interaction of Imaginative Forms of Expression in Physics Education of K-6 Teachers - INSTR

This symposium is proposed by the GIREP Thematic Group “Physics Preparation of Teachers in Grades K-6” and includes four contributions that address the importance of complementing physical experiences with imaginative forms of expressions. Two contributions suggest using stories and fairy tales, while the other two incorporate theatrical embodied representations.

Speakers: Federico CORNI (Free University of Bozen-Bolzano), José CANTÓ (University of Valencia), Jana DOLEŽALOVÁ (Charles University of Prague), Hans U Fuchs (Free University of Bozen-Bolzano), Jitka HOUFKOVÁ (Charles University of Prague)

Symposium_Corni_GTG.docx

15:00 → 15:30 Coffee break

15:30 → 17:00 Parallel oral presentations: Parallel oral presentations 421 TEACH

Convener: Dr Eilish McLoughlin

15:30 Coherent Argumentation in Pre-Service Science Teachers’ Computational Essays

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 authentic contextualisation for developing such skills while promoting epistemic agency in the learners. We present findings from the second iteration of a pre-service teachers’ field course combining interaction with working experts and data analysis via the medium of computational essays.

Speaker: Peitsa Veteli (Helsinki Institute of Physics (FI))

GIREP25_Veteli.docx

15:50 Exploring Preservice Physics Teachers’ Reasoning of Measurement Uncertainty

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 findings showed that participants held naive ideas about the concept of uncertainty in measurements, largely subscribing to either a point-like or mixed reasoning. It was also found that the participants were mostly not confident in their responses, indicating gaps in their conceptual understanding of measurement and uncertainty.

Speaker: Osman Aksit (Bogazici University)

Abstract.docx

16:10 Empowering future physics teachers to cultivate critical thinking

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 questionnaire responses reveal that participants valued CT but struggled with topic selection and precise task formulation. The seminar enhanced their understanding of CT teaching’s feasibility, especially among skeptics. Findings give insights to the key design principles for effective teacher training programs.

Speaker: Dr Farahnaz Sadidi

GIREP25_abstract_SADIDI_submit.docx

16:30 An examination of physics teachers’ reflective practices

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 influence a two-year professional learning programme that facilitated teachers to carry out a practitioner inquiry on their own practice on their reflective practices and preparedness for teaching physics at lower and upper secondary level in Ireland.

Speaker: Dr Eilish McLoughlin

GIREP2025_Abstract_Reflective practices.docx

15:30 → 17:00 Parallel oral presentations: Parallel oral presentations 422 LAB

Convener: Freek Pols

15:30 ToPLab: sustaining innovation in physics labs through Faculty Learning Communities

In 2024, our department launched the ToPLab initiative to implement department-level, sustainable, and evidence-based innovation in teaching labs. The transition from the broader department initiative to course-specific reforms is facilitated by Faculty Learning Communities along with other change strategies. This complex process entails a collaboration between course instructors and physics education researchers. This contribution describes the project structure and its progress in the 2024/25 academic year. Additionally, it presents a core annual course as a case study. Research-based inputs are considered in both course design and project evaluation. The course will be studied in the second semester through direct observation and focus groups.

Speaker: Dr Marta Carli

GIREP25_ToPLab.docx

15:50 Designing and Implementing TLSs for Digitally Enhanced Physics Labs: insights from the ADELANTE Project

The ADELANTE project addresses challenges in integrating physics labs into secondary education by incorporating smartphones and Arduino microcontrollers into teaching-learning sequences (TLSs) with educational intentionality. Following the Design-Based Research framework, several TLSs were developed, targeting foundational physics topics: motion, energy, forces and fields, waves and particles. These TLSs include inquiry-based lab activities designed to foster scientific practices and student agency. The process of TLSs development leverages teacher communities at two levels: a group of “teacher leaders” had co-developed the TLSs with the researchers, while larger communities of practices are testing the TLSs nationwide to ensure applicability and effectiveness.

Speaker: Lucia Gabelli (University of Padova)

ADELANTE TLS@GIREP25 abstract.docx

16:10 Evaluating Scientific Argumentation Skills in Undergraduate Lab Reports at scale using AI

Evaluating the efficacy of teaching scientific argumentation skills in undergraduate courses is an important task for ensuring that we are providing a high-quality scientific education. To this end, we propose an approach that leverages recent advancements in computational methods to automate the extraction of text from undergraduate student lab reports and identify elements of scientific argumentation. We build on existing argumentation frameworks to develop a new coding scheme that encompasses content labels, inter-sentence relations, and physical and logical correctness. With this method, we aim to investigate the possibility of building a fully automated pipeline for evaluating our teaching.

Speaker: Oxana Andriuc

GIREP25_abstract_OAndriuc.docx

16:30 Towards Open Physics Education: Teaching with Jupyter (Note)Books

Open Educational Resources have the potential to enhance the quality of teaching materials, but various technical challenges can hinder their implementation. In TU Delft’s first-year physics lab course, we use Jupyter Books hosted on GitHub to address these challenges while maintaining student satisfaction with the content. In this presentation, I will explore the benefits of these platforms and demonstrate their advantages. Opportunities for opening and sharing teaching materials will also be discussed.

Speaker: Freek Pols

GIREP_presentation.docx

15:30 → 17:00 Parallel oral presentations: Parallel oral presentations 423 INF

Convener: Mirela Kaczmarek (University of Wrocław)

15:30 AN ANALYSIS OF QUESTION TYPE IN PHYSICS-RELATED EXHIBITS’ LABELS AT SCIENCE CENTRES

This study focuses on investigating question types written on exhibit labels at six different science centres. Exhibit labels are written materials that help visitors communicate effectively with exhibits at a science centre. Different question types can provide insights into exhibit design and scientific activities conducted in science centers. Questions written on labels are analyzed regarding the nature of requested information and the motivational aspects of asking questions. The questions were discussed to interplay between the nature of requested information and the motivational factors. Additionally, the question types written on labels may indicate the possible effectiveness of inquiry in science communication.

Speaker: Ms İrem Gezer (Middle East Technical University)

an analysis of question type_iremgezer_girep_2025_OR.docx

15:50 Quantum Party at Lowlands: The Impact of a Pop-Up Exhibit about Quantum Technologies

Quantum technologies are seen as transformative, with potential to revolutionize fields like drug discovery and machine learning. Public engagement is crucial to align these developments with societal needs and foster acceptance. This study evaluated the impact of an exhibit about quantum technologies at the 2024 Lowlands music festival on 812 visitors. Pre- and post-surveys assessed changes in interest, attitude, concern and subjective knowledge. Results showed increases in subjective knowledge but decreases in interest, possibly due to reduced novelty or increased perceived difficulty. These findings highlight the effectiveness of exhibits in outreach and emphasize the importance of maintaining novelty and accessibility.

Speaker: Vincent Koeman

Abstract - GIREP - Final Version.docx

16:10 40 years of Physics Correspondence Seminar and its role in education

Working with talented students so that they develop their full potential is a challenging task for the standard school education. This is a task for non-formal education. Physics Correspondence Seminar (FKS) is a student organization based at Faculty of Mathematics, Physics and Informatics, Comenius University in Bratislava. For the past 40 years, it has been working with talented students, organizing competitions, events and other different activities for students interested in physics. It has a unique system in which former participants later become organizers during their university studies. We would like to share our experience we have acquired throughout the years.

Speaker: Jaroslav Valovcan

GIREP25_Valovcan_etal_FKS.docx

16:30 More Than a Competition: How Physics Contests in Poland Offer Opportunities to Build Varied Skills

Physics competitions are widely recognized as platforms for assessing students' mastery of scientific concepts and problem-solving skills. Beyond evaluation, these competitions foster intellectual development, creativity, and a deeper understanding of physics. More importantly, they cultivate a lasting commitment to and interest in the subject. This paper provides an overview of physics competitions in Poland, including both well-known international events and unique national contests, analyzing their underlying principles and potential impact on the development of various competencies.

Speakers: Dagmara Sokołowska, Mirela Kaczmarek (University of Wrocław)

GIREP_2025_comp.docx

15:30 → 17:00 Parallel oral presentations: Parallel oral presentations 424 CLIM

Convener: Thomas Schubatzky (University of Innsbruck)

15:30 In-service science teachers’ adaptation of integrated STEM teaching modules on Climate Change

This study explores the adaptation and implementation of STEM teaching modules on climate change by 27 in-service science teachers. Supported by experienced mentors in learning communities, participants engaged in designing and implementing tailored STEM teaching modules to foster climate change education. Teachers adapted pre-existing materials by redesigning activities to align with their teaching styles, students’ needs, and school contexts. Data analysis revealed extensive adaptations, guided by mentors, ensuring fidelity to the interdisciplinary STEM approach. These findings highlight the transformative potential of collaborative, mentored professional development in promoting sustainable educational innovations.

Speaker: Emily Michailidi (University of Crete)

michailidi_oral.docx

15:50 Physics Debate: an Educational Path on Energy and Climate

The "Physics Debate: Energy and Climate" project is an innovative educational path, focused on climate change and energy issues, which exploits the debate technique (following the World School Style debating model). This activity was proposed, and still is, to many high-school students, with the aim of raising awareness on energy-environmental issues and their social implications, while teaching the importance of constructive debate. A pre-post educational test (30 questions) confirms its effectiveness.

Speaker: Dr Marco Ghilardi (Dipartimento di Fisica, Università di Pavia)

GIREP22_abstract_PhysicsDebate.docx

16:10 Poweri Noi! Watt should we do? A Team Board Game on Energy Transition and Climate Change

We present an innovative board game for educational purposes in which participants, divided into teams, are called upon to make strategic decisions in the energy sector to improve the economic-social condition of their country. The core message is to show the advantages and disadvantages of the different energy sources, raising participants' awareness of the complexity of the global energy problem and the impact of their decisions on the planet.

Speaker: Luca Zatti

GIREP22_abstract_PoweriNoi.docx

16:30 Knowledge of Everyday Energy Quantities and Its Relationship to Self-Reported Behaviour

The transition to a sustainable energy system requires both systemic change and individual behavioral adaptations. While households account for over a quarter of Europe’s energy consumption, promoting energy-saving behaviors is challenging due to possibly limited public knowledge of everyday energy quantities. This study introduces a validated test instrument assessing individuals’ ability to estimate everyday energy quantities. Data from 447 respondents reveal intermediate knowledge levels, with heating-related tasks posing particular difficulty. Correlational analyses indicate positive relationships between energy knowledge, attitudes, and self-reported energy-saving behaviors. These findings highlight the potential of enhancing knowledge to foster energy-sufficient behaviours and support energy transitions.

Speaker: Prof. Thomas Schubatzky (University of Innsbruck)

girep_25_schubatzky_eisele.docx

15:30 → 17:00 Parallel oral presentations: Parallel oral presentations 425 EVAL

Convener: Eugenio Tufino (University of Padova)

15:30 Dissecting the interaction between alternative grading, mindset, and self-efficacy in introductory physics courses

The pressures and responsibilities students face inside and outside the classroom can result in a distribution of pathways and rates required by students to achieve proficiency with course content. Our team has sought to better accommodate this diversity of student experience by implementing a standards-based grading system in our introductory physics courses. We report here our preliminary analysis of the connections between this alternative grading mechanism, student mindset, and student self-efficacy within the context of these courses. We show that these connections are further modulated by elements of student identity, such as gender and major.

Speaker: Prof. Christopher Fischer (University of Kansas)

GIREP 2025 Abstract.docx

15:50 Active learning and computational simulation of a bouncing ball

In this work we want to improve the level of learning for the subject of a ball bouncing on flat ground. We have a group of 15 engineering students. By applying an active learning methodology supported with simulations, we get a better interest in the subject, since the behavior of the phenomenon is exposed, and the initial conditions can be controlled. We show the Hake factor obtained with this learning strategy. We hope that these results will be useful in showing the advantages of using active teaching methodologies supported by simulations in the education of some principles of mechanics.

Speaker: Dr Rubén Sánchez Sánchez (Instituto Politécnico Nacional)

Girep 2025.docx

16:10 Using the Item Response Theory to Validate the Heat and Temperature Conceptual Evaluation test

Thermodynamics poses numerous conceptual challenges for pupils. Students frequently possess insufficient knowledge structures for advanced contemplation of thermodynamic processes. Aim of physics education research is often to examine students' comprehension or conceptualisation in physics through standardised assessments. This study examines the 28-item questionnaire titled Heat and Temperature Conceptual Evaluation. Our objective is to validate it through the application of Item Response Theory methodology. The research participants consist of approximately 300 undergraduate students. The IRT model assesses the efficacy of the questionnaire and establishes the difficulty levels of heat and temperature concepts measured by this evaluation tool

Speaker: Prof. Onofrio Rosario Battaglia (Dipartimento di Fisica e Chimica - Emilio Segrè, University of Palermo, Palermo, Italy)

GIREP25_abstract_HTCE.docx

16:30 Investigating the impact of digitally-enhanced laboratories on students’ scientific abilities and experimental attitudes

Research in physics education has underscored the importance of making school laboratory activities more engaging and student-centered. The ADELANTE (Adopting Digitally-Enhanced Laboratories in a Network of Teachers) Italian project seeks to promote an innovative approach in secondary school physics labs by integrating digital tools—specifically Arduino microcontrollers and smartphones—within carefully designed Teaching-Learning Sequences (TLSs). This paper outlines the project’s rationale, describes the research design adopted to assess the impact of these TLSs on students’ scientific abilities and experimental attitudes, and discusses the approach used for implementing them in a network of Italian secondary schools. The ongoing classroom implementation will provide data on the efficacy of these digitally-enhanced labs.

Speaker: Eugenio Tufino (University of Padova, Physics department)

Investigating the impact of digitally-enhanced laboratories_GIREP_abstractV2.docx

15:30 → 17:00 Parallel oral presentations: Parallel oral presentations 426 INSTR

Convener: Dr Ioannis Lefkos (Laboratory of informatics and Robotics in Education and Society, University of Macedonia)

15:30 Using The Trailer Technique to Introduce Marie Curie's Life and Raise Awareness of Being a Woman in Physics

The book trailer technique urges students to create a trailer that engages them deeply with a book. This study adapts this technique to physics education, focusing on the life of Marie Curie and raising awareness of the challenges women face in science. Pre-service science teachers read about Curie and prepared a 3-minute trailer. Data was collected through pre- and post-questions, evaluation forms, group discussions, and interviews. Students expressed inspiration from Curie's dedication, sacrifice, and determination. Although they found the trailer preparation challenging, they felt it enhanced their understanding of Curie's scientific contributions, including her discovery of radioactivity.

Speakers: Dr Beril Yılmaz Senem (Zonguldak Bülent Ecevit University), Dr Şule Kösem (Zonguldak Bülent Ecevit University)

GIREP_abstract_BerilYS_SuleK.docx

15:50 Analysis of IBDP Physics Curriculum in terms of its Inclusion of Behavioral Profile Characteristics of a Scientific Literate

This study aims to analyze the International Baccalaureate Diploma Programme (IBDP) physics curriculum in terms of its inclusion of the behavioral profile characteristics of a scientific literate. For this purpose, the “behavioral profile domain” part of the Citizenship Scientific Literacy (CSL) framework was used for the content analysis of the written curriculum and textbook. Results found that: IBDP physics is a curriculum with strong emphases on “social identity”, “evolving ability” and “drive to practice science” subheadings. Moreover, it has greater inclusion rates of the items; “ethics and intellectual honesty”, “responsible behavior”, “open-mindedness”, “autonomy”, “attainment value” and “intrinsic value”.

Speaker: Zeynep Tugba Kahyaoglu (TED Ronesans College)

GIREP22_KAHYAOGLU_IBDP_PHYSICS.docx

16:10 Educational games in teaching physics

The paper presents dissertation research focusing on educational games in physics education. The research aimed to map the key factors that influence the successful use of games in the process of teaching physics in upper-secondary schools. In the research process, five new educational games were designed. These games were introduced into the teaching of physics in upper-secondary schools. Data was collected through observation of the gameplay, discussions with students, questionnaires for students and interviews with teachers. The data analysis is still ongoing, and the final results will be presented at the conference.

Speaker: Ladislav Janiga

GIREP25-abstract.docx

16:30 Empowering Primary School Educators in Inquiry-Based Learning: Evaluating the Impact of a Training Program

Inquiry-Based Learning (IBL) presents significant challenges for educators due to limited experience and inadequate training. This study evaluates a 20-hour professional development program aimed at equipping Primary School teachers with IBL competencies, utilising the Go-Lab platform’s tools and methodology. Through data collected in pre-, mid- and post-training assessments, we claim that the program significantly improved teachers’ pedagogical knowledge, scenario design skills, and practical application of IBL. Despite the study’s limitations, the results highlight the effectiveness of the program in bridging gaps in IBL training, especially concerning Primary School teachers. Additionally, this study will be the basis for informed modifications in future iterations to enhance active participation and teacher engagement.

Speaker: Dr Ioannis Lefkos (Laboratory of informatics and Robotics in Education and Society, University of Macedonia)

Kyriakou.GIREP22_abstracttemplate.docx

15:30 → 17:00 Workshops: 3 Workshops 421 QUANT OTHER INSTR

15:30 Creating a Student-Centered Collaborative Learning Environment in a University Physics Classroom - INSTR

An active-learning workshop is offered to provide an example of a collaborative group-learning pedagogical environment for introductory physics at the university level. Participants will engage in various hands-on and minds-on exercises to illustrate how such a dynamic classroom can transform the strategy for teaching physics in university classes. A discussion about the benefits and challenges of this innovative approach will help guide the participants in adopting this teaching methodology in their own physics classes. We are working to establish a network of pedagogical innovators among the participants so that this type of approach can be more widely disseminated.

Speaker: Gerald Feldman

GIREP2025_abstract.docx

15:30 Highlights of the “Quantum” exhibition: How to exploit ad-hoc designed demonstrators and staging activities to introduce quantum physics to a general audience - QUANT

In recent years, the emergence of quantum technologies and the vast scientific activities in the field of quantum science have also boosted the number of dissemination initiatives regarding Quantum Physics (QP). In the last four years, within the Italian Quantum Weeks project [2], we have been proposing an exhibition where the visitors are introduced to the basic concepts of QP through visual analogies, ad-hoc designed demonstrators and staging activities. In this workshop, we aim to propose these activities to the participants, which will have the possibility to actively test them and discuss their effectiveness.

Speakers: Maria Bondani (CNR - Institute for Photonics and Nanotechnologies), Valentina DE RENZI

GIREP25_workshop_derenzi_bondani.docx

15:30 Wall formula murals - sharing science stories on the streets - OTHER

When walking through the city of Leiden, you cannot escape the more than one hundred beautiful and fascinating wall-poem murals by the artists from the Tegen-Beeld foundation. They tell stories (in the original language) from all over the world, to inspire people. As physicists we joined the project and created murals about our stories, about phenomena in nature discovered in Leiden, written in our language: mathematics. In this workshop participants will explore ways to start such an arts-meets-science wall formula project in their city. New scientists, new formulas, new stories to reveal the hidden international network of curious minds.

Speakers: Prof. Ivo van Vulpen (Leiden University), Mr Michiel Thijssen (Leiden Institute of Physics)

GIREP23_Workshop_WallFormulas_IvovanVulpen.docx

19:00 → 21:30 Conference dinner

Friday 4 July

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 511 LAB

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 512 QUANT

Convener: Gesche Pospiech

09:00 Quantum for the Curious: An academic minor to enhance quantum literacy for non-physics students

The quantum industry demands a diverse workforce with foundational quantum knowledge, extending beyond traditional physics specialists. To address this, the University of Twente developed Quantum for the Curious, a 15 ECTS minor introducing non-physics students to key quantum phenomena and technologies. Guided by the European Competence Framework for Quantum Technologies, the minor enhances scientific literacy and industry-relevant competencies. In its 2024–2025 debut, 21 students from diverse backgrounds participated. Pre- and post-course evaluations assessed its effectiveness. This study presents key findings and insights for improving quantum education for non-specialists.

Speaker: Carolien Castenmiller (University of Twente)

GIREP25_Castenmiller_QuantumMinor.docx

09:20 Efficacy of Doodles in Learning Quantum Concepts: An Innovative Visual Pedagogical Approach

As part of the International Year of Quantum Science and Technology 2025, the Indian Association of Physics Teachers is launching a quantum physics outreach program for secondary and first-year undergraduate students. The program aims to make students aware of quantum science and related technologies through targeted topics. A case study on de Broglie’s matter wave hypothesis leading to the electron microscope will be presented. The program includes creating doodles, a webinar with teachers, and a concept inventory of multiple-choice questions for students. The effectiveness of visual learning through doodles will be assessed, and results will be shared at the conference.

Speaker: Prof. PK Ahluwalia (Indian Association of Physics Teachers)

GIREP22_extendedabstract_pka_sapna.docx

09:40 Formal and informal approaches to quantum mechanics using quantum cryptography

Quantum technologies rely on superposition and entanglement, concepts that challenge classical physics and provide a rich context for teaching. We developed a course for high school teachers that focused on quantum cryptography and used Thorlabs' educational equipment for hands-on learning. The course covered quantum mechanics, light polarization, and the BB84 quantum key distribution protocol through theoretical and experimental sessions. In addition, a card game was introduced as a public outreach tool to interactively perform the BB84 protocol. Feedback from teachers confirmed the feasibility of integrating these concepts into curricula to promote quantum literacy and engagement in secondary education.

Speaker: Maria Bondani (CNR - Institute for Photonics and Nanotechnologies)

GIREP25_Bondani.docx

10:00 Teaching quantum science between interpretational debate and pragmatism: learning about Nature of Science

This article looks at quantum physics from different perspectives with the aim of re­thin­k­ing the teaching of quantum physics with the additional goal of learning about the nature of science. The historical, the worldview and the mathematical-physical perspectives are put in relation to each other. In the contribution, we will examine how the historical formation of concepts and the mathematical formulation can help to localise the gap between classical physics and quantum physics and deal with it with the goal of learning about nature of science.

Speaker: Gesche Pospiech

GIREP25_abstract_Pospiech.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 513 TEACH

Convener: Tim Bouchée

09:00 Enhancing sense-making in teachers through Photogate-based Period determination of a Bar Pendulum

This study explores how physics teachers from undergraduate colleges in India develop sense-making abilities while using a photogate to measure the period of a bar pendulum's oscillation. Thirty-five participants arranged experimental setup and analyzed data to overcome challenges like measurement discrepancies caused by asymmetry. Teachers initially struggled to interpret observations but later recognized the importance of symmetric configurations and full oscillation setups for accurate measurements. Discussions highlighted the advantages of multiple oscillations and the superior repeatability of photogate results over manual stopwatch readings. The findings underscore the need for careful experimental design to enhance systematic thinking and reduce errors.

Speaker: Shirish Pathare (Homi Bhabha Centre for Science Education)

Abstract.docx

09:20 Exploring Geometric Optics through Project-Based Learning: A Comparative Study

Project-Based Learning (PBL) has emerged as a powerful instructional approach, especially in STEM education, by promoting deeper conceptual understanding through hands-on activities. This study employs an Educational Design Research (Qualitative Research to investigate the impact of PBL in geometric optics, focusing on the design and application of a laser waterdrop microscope. By incorporating structured project work into the secondary school physics curriculum (ages 15–18), the research evaluates how PBL compares to traditional textbook-based instruction in three areas: conceptual retention, problem-solving skills, and student engagement.

Speaker: Márta Flóra Tar

Extended abstr. TMF.docx

09:40 Exploring Teaching Strategies and Pedagogical Content Knowledge for Teaching the Band Gap Concept in Secondary Education

Abstract. This study explores how Dutch secondary school physics teachers introduce the band gap concept in pre-university education. Quantum physics is challenging to teach due to its abstract nature, but the band gap provides a practical link between quantum principles and real-world materials like semiconductors. Seven teachers will be observed teaching the concept and interviewed about their strategies and challenges. This qualitative research examines their pedagogical content knowledge (PCK) and teaching practices, offering insights into effective methods for addressing abstract quantum topics. The findings aim to identify effective instructional strategies and enhance students’ understanding of quantum physics in secondary education.

Speaker: Tim Bouchée

Teaching the band gap concept-GIREP2025-Bouchée.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 514 OTHER

Convener: Dominique Persano Adorno (Dipartimento di Fisica e Chimica “E. Segré”, Università di Palermo)

09:00 A learning path on electromagnetic waves for high school students

A learning path on electromagnetic waves was designed for high school students. The theoretical framework we adopted is the Model of Educational Reconstruction, reinterpreted by means of Design-Based Research methods. The path was designed considering three interacting factors: the main conceptual issues characterizing the epistemic structure of the theory, the learning difficulties emerged from the literature, and the structure of physics textbooks. The first version of the path was implemented with a sample of 66 students, and the learning outcomes were assessed through a pre-post test, which provided us feedbacks to redesign a second version of the path.

Speaker: Danilo Catena (University of Udine)

GIREP25_abstract.docx

09:20 Gender Differences in a Context-Based Test in Mechanics

This study explored how gender affects the performance and confidence of first-year physics students (445 total, 202 female, 243 male) at a Turkish state university taking a context-based test (CBT). Confidence was measured by having students rate their certainty in the correctness of each answer. A mismatch between accuracy and confidence is considered miscalibration, and bias is calculated as the difference between average confidence and average accuracy. Prior research suggests that factors like gender influence confidence and bias. This study specifically examined the impact of gender on CBT accuracy scores and confidence levels using an independent samples t-test. The results showed statistically significant gender differences in both confidence and CBT accuracy scores, with a medium effect size for confidence and a small effect size for CBT accuracy scores. The study concludes by discussing the implications of these findings for teaching and learning.

Speaker: Derya KALTAKCI GUREL (Kocaeli University)

GIREP25_abstract_DKG_shortened2pages.docx

09:40 Undergraduate students’ conceptual understanding of electromagnetic waves

A questionnaire about electromagnetic waves was submitted to 35 undergraduate students after the conclusion of the electromagnetism course. The questionnaire consists of 6 multiple choice questions, also asking for justification of the answer. The answers’ analysis was carried out through an iterative categorization process, aimed at verifying the consistence between the selected options and the motivations provided by the participants. The preliminary results show which are the most common learning difficulties (e.g. the interpretation of the wave profile representation and the relationships between the velocity and the other quantities characterizing electromagnetic waves) and how they are related to each other.

Speaker: Dr Marco Costigliolo (Politecnico di Milano)

GIREP25_abstract - PoliMi.docx

10:00 Enhancing Understanding of Electromagnetic Fields and Their Application Challenges through Open and Collaborative Active Learning

Active learning methods promote curiosity, enjoyment, and engagement by creating an immersive educational experience. Providing a practical application of physics concepts can boost student interest and academic performance, particularly in today’s rapidly evolving landscape. This paper presents a workshop designed for second-year Cybernetics Engineering undergraduates, aimed at developing design skills, enhancing problem-solving abilities, and fostering a deeper understanding of electromagnetic fields and their applications. Starting with the fundamental principles of electromagnetism, students were encouraged to design and conduct collaborative research projects, strengthening their comprehension of core disciplinary concepts while also refining their teamwork and interpersonal skills.

Speaker: Prof. Dominique Persano Adorno (Dipartimento di Fisica e Chimica “E. Segré”, Università di Palermo)

GIREP2025_abstract_PersanoAdorno.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 515 INTER

Convener: Vera Montalbano (University of Siena)

09:00 A STEAM Education Proposal from the Perspective of the Conceptual Fields Theory

This study explores the integration of the Theory of Conceptual Fields and STEAM education to enhance interdisciplinary learning. Centered on carbohydrates, the project engaged students in an inquiry-based challenge to develop an energy solution for triathlon athletes. Through problem-solving across science, technology, engineering, arts, and mathematics, students strengthened conceptual understanding, critical thinking, and collaboration skills. Findings suggest that applying Vergnaud’s theory within a STEAM framework enhances knowledge retention and transfer. This approach fosters cognitive flexibility and real-world problem-solving abilities, highlighting the need for further research on its long-term impact on student learning and adaptability.

Speaker: PEDRO MENDES DOS SANTOS

GIREP23_abstractPMS_2pages.docx

09:20 Inclusive science education: qualitative evaluation of an interdisciplinary teaching concept

As a design-based research project, the E2piMINT team developed and evaluated an inclusive and interdisciplinary teaching concept for lower secondary schools to promote interest in science and to provide teachers with effective support for lesson planning. For this purpose, two laboratory activities with experiments from physics, biology and chemistry on the topics of “colours” and “glueing and sticking” were designed and implemented in the teaching laboratories of the Goethe University Frankfurt. In this presentation, the developed concept, its inclusive features, and some results of the qualitative analysis are presented.

Speaker: Giulia Pantiri (Goethe University Frankfurt)

Girep_Pantiri Giulia.docx

09:40 A powerful interdisciplinary storytelling about energy between history and human societies

Energy is not merely a means to interpret natural phenomena; it is, above all, a topic on which future citizens will be called to take personal and collective decisions that will shape our collective future. It is essential to combine the right mix of scientific topics with historical aspects that are frequently neglected in the school curriculum to foster students' critical mind and motivate them to deepen their understanding into both. An interdisciplinary narrative on the history of mankind through available energy sources proved to be a powerful tool to engage students and teachers during three non-formal educational events.

Speaker: Vera Montalbano (University of Siena)

ENERGIA.docx

09:00 → 10:30 Parallel oral presentations: Parallel oral presentations 516 METHOD

Convener: Laura Gray

09:00 Secondary School Students' Interpretation of Thermal Processes

The interpretation of thermal processes by every citizen is increasingly important today for energy sustainability. In a previous research work based on experiments of thermal interaction and thermal conduction, emerged the difficulty of interpreting the thermal processes in a coherent framework by students who had already studied thermal phenomena at school. This mainly on thermal conduction in a multilayer wall of a building emerged. The main problems that emerged concern the awareness of the difference between equilibrium states and transient processes, the way in which of a spatial temperature gradient is produced and the different behavior of the various materials. We planned an experimental didactic intervention module with the aim of deepening the difficulties that emerged from the previous research and identifying the ways to overcome the interpretative difficulties.

Speaker: Dr Alessandra De Angelis (University of Udine)

Secondary School Students' Interpretation of Thermal Processes.docx

09:20 Adaptive Physics for Real Barbies and Kens – Special Educational Needs for Physically Disabled High School Students in Physics Classes

A few decades ago, Barbie dolls appeared, presenting an idealized body image and indirectly affecting education. The curriculum and methods seemed designed for non-existent students. Nowadays, the toy industry recognizes the need for toys with real personality traits. We should not delay; not all students in physics classes are equally super-capable, and there are increasing special educational needs. Our methods should adapt to these personal learning needs. This inclusive approach is challenging, and the present work offers ideas for solutions.

Speaker: Anna Barsy (Mozgásjavító EGYMI)

Anna_Barsy_Adaptive Physics_2.docx

09:40 Exploring the relation between physics, energy and sustainability with students, teachers and researchers: the Citizen Science School Rome Technopole case study

Citizen Science stands out as a highly engaging method that can allow students and teachers to delve into physics research. At INFN Frascati National Laboratory we will organize, in collaboration with European Citizen Science Association (ECSA), the European Citizen Science Academy and Citizen Science Italia, a Citizen Science School addressed to high school students, teachers, University students and researchers focused on Rome Technopole’s research macro areas. The working group on Physics, energy and sustainability will provide the opportunity to explore how thermodynamics, and physics in general, are fundamental to create an informed and fertile discussion around sustainability and energy transition.

Speaker: Adriana Postiglione

Postiglione_Exploring the relation between physics, energy and sustainability with students, teachers and researchers.docx

10:00 A critical analysis of the C-TEIR process for assessing practical physics methods

This submission outlines the development of a framework which evolved from a need to structure our research findings, and an understanding that publication can be limited if it is not clearly defined. Data analysis from our physics education research project provided the basis for our C-TEIR (Current - Test, Evaluate, Ideal and Reality) process. Both the practical implementation and reporting of research findings is simplified through use of the framework. However, considering the limitations a framework can impose will ensure we evaluate and evolve the C-TEIR alongside our research.

Speaker: Laura Gray

GIREP abstract - Laura Gray.docx

09:00 → 10:30 Workshops: 2 Workshops 511 INF DIGI

09:00 Computational Modelling with Graphical Interface and Animations - DIGI

In this workshop participants will experience the ease of a special for education developed graphical modelling tool and the added-value of the possibility to design and control an animation by the model. They will, after a short introduction, have hands-on experience with the unique learning environment Coach 7. Unique because Coach 7 integrate also tools for measurement, so model results can be compared with measurement data.
Participants will acquire a temporarily license, so they can practice also on their own in following months.

Speaker: Ton ELLERMEIJER

Comp_Mod_Workshop_Mooldijk.docx

09:00 We have 99 demo’s, and so much fun - INF

Abstract. Demonstrations are fantastic. They offer wonderful possibilities to showcase the beauty of physics and amaze students. While it may not always be feasible to include one in every class, the objection “which demo then?” no longer applies. In our recent publication of the online, open-access book Show the Physics we present 99 physics demonstrations, including tested approaches to make these educationally effective. In this workshop we present some of these demonstrations, highlight key aspects of the online features and explain how you can utilize these, as well as contribute to the iterative improvement of the content.

Speakers: Freek Pols, Mr Norbert van Veen

GIREP_Workshop.docx

10:30 → 11:00 Coffee break

11:00 → 12:00 Keynote speaker: Heather Lewandowski - LAB

Convener: Dr Paul Logman (Leiden University)

11:00 Engaging Students in Authentic Scientific Practices in Physics Lab Courses

Theoretical models are essential for explaining and predicting physical phenomena, but physics is fundamentally an experimental science. The integration of theoretical or computational models with experimental data is a cornerstone of physics. However, physics education has traditionally prioritized theory through lecture-based courses, often at the expense of experimental education. This imbalance is particularly evident in undergraduate curricula, where theory courses significantly outnumber laboratory courses.
Until recently, this disparity was also reflected in physics education research, which featured only a handful of studies focused on experimental learning. This gap is striking given the unique complexity of the laboratory environment, where students engage in multifaceted interactions—with peers, equipment, instructors, concepts, habits of mind, and technical skills—leading to higher-level learning outcomes. When surveyed, faculty members overwhelmingly identified laboratory courses and undergraduate research as critical spaces for developing the knowledge and skills expected of physics graduates. Addressing these gaps requires greater attention to laboratory education.
I will outline the diverse goals that laboratory education can achieve and discuss how we have partnered with laboratory instructors across the U.S. and Europe to understand student learning and enhance the effectiveness of physics laboratory education.

Speaker: Dr Heather Lewandowski (University of Colorado)

12:00 → 13:00 Lunch

13:00 → 14:30 Parallel oral presentations: Parallel oral presentations 521 TEACH

Convener: Valentina Bologna

13:00 An Evaluation of Argumentation-Based Studies on Physics Subjects Using the Toulmin Model

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 misaligned with the TAP. These different coding practices lead to the dissemination of misinformation about argumentation. This research will provide valuable guidance to educators and policymakers in developing curricula and conducting argumentation activities by analyzing these practices.

Speaker: Ms Aysegul Tuysuz (Gazi University)

GIREP_AysegulTuysuz.docx

13:20 Characterising Dialogues in Upper-Secondary School Physics Classrooms

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 authors expect that the results will include relative occurrences of specific talk moves (TQS and T-SEDA) and a description of dialogues over time (Markov Chains). The authors expect to provide useful insights on teacher dialogues to researchers and teachers alike.

Speaker: Patrick Diepenbroek (Eindhoven School of Education)

GIREP_presentation Diepenbroek.docx

13:40 Towards a theory of thinking and reasoning in physics education: the connection between dual processing theories and mental models

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 connection exists between the two. Recent research on dual processing and mental modelling is cited in support of a strong connection. Drawing on examples from the author’s own teaching and research over the years, the relevance to physics education will be shown.

Speaker: David Sands

GIREP2025_abstract_Sands.docx

14:00 Examining Thinking Order Levels in Non-Traditional vs. Standard Physics Problems Through Revised Bloom’s Taxonomy

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 shows that traditional problems mainly involve lower-order thinking, focusing on the activation of procedural and conceptual knowledge, while non-traditional problems involve higher-order cognitive processes, encouraging complex thinking. This research emphasizes the role of integrating non-traditional problems into high school curricula to better prepare students for university and real-world problem-solving.

Speakers: Giovanna MODUGNO (University of Bologna, Physics and Astronomy Department), Valentina BOLOGNA (University of Trieste, Teaching and Learning Centre)

TradVsNTradProblems_OralPresentation.docx

13:00 → 14:30 Parallel oral presentations: Parallel oral presentations 522 COGN

Convener: Drew Rosen (University of Edinburgh)

13:00 Visual attention and prior knowledge in identifying thermodynamic processes

This study examines how domain-specific prior knowledge influences visual attention and the interpretation of graphs. Prior knowledge of functional equations enhances focus on value areas and graphs, enabling more efficient processing. In contrast, the influence of prior knowledge about state changes on efficient processing is weaker, possibly because students struggle to transfer conceptual understanding to graph interpretation. The findings highlight the importance of cognitive factors in directing attention and, as a result, the efficient processing.

Speaker: Ms Paula Fehlinger (Otto-von-Guericke-Universität Magdeburg)

GIREP25_Fehlinger.docx

13:20 The impact of spaced learning within physics lessons in secondary schools

This study investigated the impact of a single video lesson with a spaced learning inputs and timed distraction breaks on students learning of a novel physics topic: atomic structure and nuclear decay. Among 336 students aged 14-16, those receiving SL video lessons alone showed comparable results to traditional teaching in separate science physics. However, using SL in addition to traditional teaching produced 50-90% higher learning gains. For combined science students, SL plus traditional teaching led to 60% greater gains than controls. Results indicate that one hour of SL significantly boosts traditional teaching effectiveness, with implications for teacher workload and wellbeing.

Speaker: Rachel Hartley

GIREP_RH_IOP_CorrectedFormat.docx

13:40 Development of an inquiry-based teaching sequence on energy for secondary school

A new inquiry-based teaching sequence on energy was developed by the authors with the aim to improve Croatian secondary students’ (aged 15-16 years) understanding of the basic concepts related to energy (such as work, kinetic, elastic, gravitational and internal energy) as well as their ability to apply the law of energy conservation. The sequence is designed for ten teaching periods and will be piloted in one Croatian secondary school in Spring 2025. The teaching sequence relies strongly on the system approach and energy bar chart representation. Its key points and the results of the piloting will be presented and discussed.

Speaker: Prof. Maja Planinić (Faculty of Science, University of Zagreb, Zagreb, Croatia)

GIREP25_Planinic.docx

14:00 Understanding the attention capture of a salient distracting feature in a friction force question

Physics problems both found in classroom settings and encountered in real world scenarios can often include extraneous or unnecessary information. If the information is salient, it can capture attention potentially driving the problem solver towards an incorrect solution. To understand the role of such features in physics questions, we have tasked undergraduate students with solving one of three versions of a Newton’s laws question in the context of friction. We compare student performance on each of these questions, explaining the findings through the lens of dual-process theories of reasoning.

Speaker: Drew Rosen (University of Edinburgh)

GIREP22 Abstract 2025 Drew Rosen.docx

13:00 → 14:30 Parallel oral presentations: Parallel oral presentations 523 DIGI

Convener: Wim Bouwman (Delft University of Technology)

13:00 Enhancing Engineering Education: A Digital Twin and Interactive Manual Approach for Dynamic Hands-On Learning

Traditional hands-on lab projects provide valuable learning opportunities but are often constrained by limited lab space, staff availability, and equipment constraints. Additionally, students with social anxiety, neurodiversity, or disabilities may face challenges in traditional lab settings. This work presents a novel approach to addressing these issues through the development of a digital twin—a simulated replica of physical lab hardware—integrated into an interactive course manual (Jupyter book). This open educational resource enables students to refine, test, and optimize their projects in a virtual environment before transitioning to physical labs, enhancing accessibility, scalability, and overall learning outcomes.

Speaker: Bahareh Abdikivanani (TU Delft)

GIREP23_BaharehAbdi.docx

13:20 Exploring the Potential of Interactive e-Books for Enhancing Learning and Teaching in Physics and Astronomy

This study focuses on investigating how undergraduate physics and astronomy students engage with interactive e-books, which I designed to support active learning and digital accessibility for two courses I lecture in the School of Physics and Astronomy at my institution. These e-books integrate simulations, videos, code, and interactive assessments, embedded all in one place, offering an accessible and structured alternative to traditional static materials. This research evaluates student usage, preferences, and perceived educational value of these e-books, assessing their effectiveness in digital learning through a survey, identifying strengths, limitations, and areas for improvement.

Speaker: Rosaria Lena

GIREP25_LENA.docx

13:40 Digital Peer-Evaluation in Project-Based Learning: A BuddyCheck Case Study in BSc Electrical Engineering

This study examines BuddyCheck's use for peer-evaluation in two project-based BSc electrical engineering courses at TU Delft from 2022 to 2025. We analyse students' academic performance and peer-evaluation results to identify factors critical to their success. Our analysis includes high school and university grades, along with demographic information. BuddyCheck also enables students to self-evaluate, providing insights into their self-efficacy. This research demonstrates how digital tools like BuddyCheck can enhance educational outcomes by improving collaborative learning environments and developing tailored interventions.

Speaker: Seyedmahdi Izadkhast (Delft University of Technology)

GIREP23_MahdiIzadkhast_Revised.docx

14:00 Didactical Effect of Teaching with an Open Access Interactive Textbook on Electricity and Magnetism

Electricity and Magnetism is a first-year course for about 250 Applied Physics students at TU Delft. To support learning, we developed an open, interactive textbook featuring short videos, descriptive texts, and Python-based illustrations. This article explores the creation process, content, and current use of the textbook in our teaching.

Speaker: Wim Bouwman (Delft University of Technology)

GIREP22absWimBouwmanV1.docx

13:00 → 14:30 Parallel oral presentations: Parallel oral presentations 524 LAB

Convener: Prof. Ingrid Krumphals (University College of Teacher Education Styria)

13:00 Empowering Advanced Physics Teaching through Remote Experimentation: Insights from LA-CoNGA physics

Physics education at the graduate level in Latin America faces structural and geographical constraints that limit students' access to experimental training. Higher Education Institutions in the region often lack both the human and technical resources required to provide comprehensive hands-on experiences in advanced physics. The LA-CoNGA Physics project financed by Erasmus+ Capacity Building initiative, addresses these challenges by integrating remote access laboratories into a collaborative, research-based learning framework. Present work describes three years of design, implementation, and impact assessment of remote access laboratory experiences within LA-CoNGA Physics, which connects HEIS across Colombia, Ecuador, Peru, and Venezuela with European partners

Speaker: Dr Dennis Cazar Ramirez (Universidad San Francisco de Quito (EC))

GIREP25_abstract_DennisCazar.docx

13:20 Online School Scientific Activities with Images of Real Experiments

We have designed several school scientific activities on central topics in the curriculum of classical mechanics about translational and rotational motions, available at http://www.fep.if.usp.br/~fisfoto. They were developed in a model-theoretical view of science, using videos of experimental arrangements showing the movement of an object next to an instrument to measure its position. Sets of images with time codes enable students to study the dynamic evolution of the system and compare it to a mathematical model. Each activity comprises the image sets, an illustration of the arrangement, and analysis guides. We discuss our motivation, epistemological framework, and some results.

Speaker: Dr NORA LIA MAIDANA (Instituto de Física - Universidade de São Paulo)

avatar.svg

MEXI_Maidana.docx

13:40 A School Science Activity based on the Experiment With Images of the Falling Cylinder

The experiment of a cylinder rolled on a string that falls vertically while unrolling is used to contextualize the teaching of the equation of motion of a body that turns around an axis with fixed orientation. The activity with students is led on the model-theoretical framework of science developed by Giere in the adaptation made by Izquierdo. The students read the position of the cylinder with time in images of a real motion and are oriented to develop a model, whose predictions are checked against the experimental result. This activity is being applied to beginner graduate students of Physics.

Speaker: VITO ROBERTO VANIN (Instituto de Física - Universidade de São Paulo)

FallingCylinderVanin.docx

14:00 A Remote Laboratory Learning Arrangement for Temperature-Dependent Resistance

Remote laboratories enhance science and engineering education by providing flexible, online experimentation. As part of the OnLabEdu project, a learning arrangement within the Characteristic Curve Remote Lab was developed to explore temperature-dependent resistance using a design-based research approach. An initial evaluation with 18 pre-service teachers assessed autonomy, interest, flow, and usability. Additionally, interviews with five high school students identified learning obstacles. Results showed positive usability and time management ratings but showed moderate autonomy and perceived choice. Variability in fear of failure and flow suggests areas for improvement, guiding the refinement of the learning arrangement in the next iteration cycle.

Speaker: Prof. Ingrid Krumphals (University College of Teacher Education Styria)

GIREP25_OnLabEdu_final.docx

13:00 → 14:30 Parallel oral presentations: Parallel oral presentations 525 INSTR

Convener: Marilù Chiofalo (Department of Physics “Enrico Fermi”, Largo Bruno Pontecorvo 3, I-56126 Pisa, Italy)

13:00 Length contraction Thought experiment with Secondary students

It is desirable that secondary students gain an understanding of special relativistic concepts such as length contraction. In a thought experiment-based task, 4 small groups of 11th grade students (11 students total) derived the concept of length contraction and applied it in new situations. These preliminary results indicate that thought experiment-based tasks can contribute to the development of conceptual understanding of abstract and far from daily life concepts.

Speaker: Floor Kamphorst (NTNU)

Length contraction Thought experiment with Secondary students_GIREP25.docx

13:20 Teaching Model-based Reasoning in Physics Undergraduate Classrooms, using Computational Simulations

Research on Modeling-based Reasoning (MBR) in physics education indicates that students need to move towards understanding the procedural knowledge of building a conceptual model to explain real world phenomena, and validating this conceptual model against measurement models. We have developed a pedagogical model to teach MBR at the undergraduate level, using a simulation that walks students through the process of building the pendulum derivation, and another simulation that helps in understanding the recursive process of validating the model against results from the experimental model. We present results from a pilot study of this design in a classroom, and an extended design based on these results.

Speaker: Dr Asmita Redij (Independent Researcher, Former Visiting Fellow, Homi Bhabha Centre for Science Education, Mumbai)

GIREP25_abstract_MBR_v2_A.Redij_S.Chandrashekharan.docx

13:40 Impact of an Acoustics Course on the Conceptual Understanding of Mechanical Waves Among First-Year Audiology Students

This study investigates the effectiveness of an acoustics course in improving first-year audiology students' conceptual understanding of mechanical waves. A pre-test/post-test design with 57 participants was employed, utilizing modified Mechanical Waves Conceptual Survey to assess understanding before and after the course. Results showed a significant improvement in students' conceptual understanding. However, students struggled with standing wave concepts. Paired-t test analysis revealed a large, statistically significant difference between pre-test and post-test scores (t(56) = 7.3, p < .001). Targeted acoustics instruction can enhance students’ understanding of wave phenomena, with further focus on standing waves being beneficial.

Speaker: Kübra Özmen

GIREP2025_KO_abstract.docx

14:00 Enhancing conceptual understanding and reasoning ability in challenging physics classes

Many students in introductory physics courses struggle to form a conceptual understanding of physics, with additional challenges in short courses with no calculus. Tutorials by the University of Washington PEG are well-established tools to improve understanding and physics reasoning. To face these additional challenges, we introduced tutorials containing context-rich problems to a first-year class in a non-physics STEM degree at the University of Pisa taught with an inquiry-based learning approach. Notably, the course's syllabus contains elements of quantum physics. The results show a general improvement in engagement and comprehension of certain core topics, even if some difficulties remain.

Speaker: Prof. Marilù Chiofalo (Department of Physics “Enrico Fermi”, Largo Bruno Pontecorvo 3, I-56126 Pisa, Italy)

Enhancing conceptual understanding etc.docx

13:00 → 14:30 Workshops: 2 Workshops 521 LAB CLIM

13:00 Changing the role of experiments in learning physics - LAB

In our active learning workshop, we will provide an example of a collaborative, student-centred approach for physics course using the Investigative Science Learning Environment (ISLE) approach. The topic studied will be torques and can be therefore adopted to high school levels and introductory physics courses at the university. Participants will engage in various hands-on activities, with special attention paid to lab work to illustrate how such a dynamic classroom can change the strategy for teaching physics. A discussion on the benefits and challenges of this innovative approach will help participants adopt the ISLE learning methodology in their own physics classrooms.

Speakers: Nastja Mahne, Andreja Šarlah, Sergej Faletic, Aleš Mohorič

Changing the role of experiments in learning physics.docx

13:00 Tutorials on Critical Thinking in Climate Change - CLIM

Climate change is one of humanity's most pressing challenges. Despite abundant scientific evidence, global warming is frequently and deliberately misrepresented in social media. It is therefore of the utmost importance that students develop conceptual understanding and critical thinking skills in the context of climate change. In the context of the ENAGING project, we developed ten tutorials to support students in this context.

Speaker: Mieke De Cock

GIREP25_Workshop Tutorials CTCC_DeCock_final.docx

13:00 → 14:30 Symposium: Symposium 51 - Symposium ICASE-MIDEC: Remote and virtual experimentation for teaching Physics in Latin America - LAB

Convener: Cesar Mora

13:00 Symposium ICASE-MIDEC: Remote and virtual experimentation for teaching Physics in Latin America - LAB

This symposium focuses on collaborations about new trends in remote and virtual experimentation for teaching Physics between teachers of the International Council of Associations for Science Education (ICASE) and the Inter-American Roundtable for Scientific Education (MIDEC), both organizations are interested on improve Physics Education in Latin America. Nowadays, the laboratory of Physics is enriched by the development of technology; mainly computational simulations and remote laboratories make possible the free access of students at any time and help them to create new scenarios and experiments in order to develop their critical thinking.

Speaker: Cesar Mora (Instituto Politécnico Nacional)

ICASE-MIDEC GIREP23_abstract_symposium.docx

14:30 → 14:45 Walking break

14:45 → 15:45 Closing ceremony

14:45 Introducing GIREP 2026

Speaker: Dimitris Stavrou (University of Crete)

15:45 → 16:45 Drinks