Conveners
Parallel oral presentations: O118
- Alberto Carlini (Liceo Statale Classico, Scientifico e Sportivo "M. L. King", Genova, Italy)
Parallel oral presentations: O114
- Stefan Gritsch (Pädagogische Hochschule Steiermark)
Parallel oral presentations: O115
- Michelangelo Panza (University of Macerata)
Parallel oral presentations: O117
- Avraham Merzel (The Hebrew University of Jerusalem)
Parallel oral presentations: O116
- Carolina de Souza (Federal University of São Carlos (UFSCar))
Parallel oral presentations: O217
- Christoph Stolzenberger
Parallel oral presentations: O216
- Rubén Sánchez Sánchez (Instituto Politécnico Nacional)
Parallel oral presentations: O214
- Sara Satanassi
Parallel oral presentations: O218
- Yohanes Wolde-Senbet
Parallel oral presentations: O215
- Rencita Pinto (Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research)
Parallel oral presentations: O326
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Parallel oral presentations: O327
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Parallel oral presentations: O425
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Parallel oral presentations: O429 - 1 seat
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Parallel oral presentations: O525
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Parallel oral presentations: O634
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Alberto Frontino Crisafulli06/07/2026, 13:30Contemporary and modern physics (CONT)Oral presentation
Teaching General Relativity at school is problematic due to the lack of representations accessible to students and the high risk of generating misconceptions using misleading ones. Thus, we designed a learning path that involves representations familiar to students in order to adapt concepts such as the equivalence principle and intrinsic curvature of space-time for secondary education. We...
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Mojca Čepič (University of Ljubljana, Faculty of Education)06/07/2026, 13:30Thermodynamics & Energy (THERMO)Oral presentation
In many years of lecturing methodology of teaching mechanics and its very important component, the energy, several problems with comprehension of the concept were realized. In this contribution we first discuss problems in understanding of students, and very often also lecturers, next we discuss the teaching approach for different levels in physics education, that is, how to teach energy in...
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Elina Karagiannidou06/07/2026, 13:30Physics teacher education & Professional learning (TEACH)Oral presentation
Addressing Greek systematic challenges in scientific literacy, this qualitative study investigates how using school laboratory equipment empowers 20 pre-service elementary teachers. Applying Braun & Clarke’s thematic analysis, results indicate that contact with authentic school laboratory instruments significantly boosts self-efficacy through mastery experiences and transforms negative...
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Karol Urbański (Jagiellonian University)06/07/2026, 13:30Interplay of mathematics and physics (MATH)Oral presentation
This presentation will showcase methods of performing relativistic calculations with geometric methods. Minkowski diagrams in energy-momentum space are used in conjunction with hyperbolic triangles. Elegant derivations of the relativistic rocket equation and the relativistic Doppler effect are presented that use this visual approach.
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Lauren Muir (University of Glasgow)06/07/2026, 13:30Identity and Belonging in physics (IDENT)Oral presentation
Inequity in physics participation is observed at all levels of study and employment across the United Kingdom. Physics identity is strongly correlated to persistence in physics, however, the qualities and practices that ‘make’ a physicist have not been studied in depth. This research explores the practices which result in the development of physics identity through a mixed-methods approach,...
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Petra Plavšić06/07/2026, 13:50Thermodynamics & Energy (THERMO)Oral presentation
To investigate secondary school students’ understanding of the energy conservation law within the Croatian educational system, we developed a pre- and posttest by adapting and combining items from existing instruments. The tests were administered to students from several Zagreb secondary schools prior to and following the instruction on the unit Energy. The data was analyzed using the Rasch...
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Adriana Postiglione06/07/2026, 13:50Contemporary and modern physics (CONT)Oral presentation
Discussion-based learning has proven effective in engaging students and enhancing understanding of scientific topics and transversal skills. Building on these benefits, at the Italian National Institute for Nuclear Physics we developed a new activity addressed to high school students inspired by the Play Decide game dynamics, to explore the relationship between basic and applied research. This...
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Antonella Liccardo (Università degli Studi di Napoli Federico II)06/07/2026, 13:50Interplay of mathematics and physics (MATH)Oral presentation
The FRATTART Project investigates how fractal geometry can transform students’ and teachers’ conceptions of measurement, dimension, and the relationships among mathematics, nature, and art. Using a three-phase Design-Based Research approach in an art-focused upper-secondary school, researchers and teachers co-designed and implemented interdisciplinary activities comparing Euclidean and fractal...
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Emily Michailidi (University of Crete)06/07/2026, 13:50Identity and Belonging in physics (IDENT)Oral presentation
Women remain underrepresented in science, particularly in physics, partly due to persistent stereotypes and early-formed science identities. This exploratory qualitative study examines pre-service primary teachers’ beliefs about gender and inclusion through workshop tasks, including Draw-a-Scientist activities, science-pathway reflections, teaching vignettes, and discussions. Results revealed...
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Constantina Stefanidou (National and Kapodistrian University of Athens)06/07/2026, 13:50Physics teacher education & Professional learning (TEACH)Oral presentation
Abstract. Physics laboratories are central to physics education, yet their educational effectiveness remains contested. This study investigates the difficulties reported by student primary teachers following participation in a university physics laboratory course and examines whether these difficulties vary across laboratory topics. Data were collected from written reflections of 31 students...
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Melania Deresz (Faculty of Physics, University of Warsaw)06/07/2026, 14:10Contemporary and modern physics (CONT)Oral presentation
CREDO-edu engages Polish schools in long-term cosmic-ray citizen science within the Cosmic-Ray Extremely Distributed Observatory. Students use low-cost detectors, including USB cameras, and participate in active-learning modules covering modern physics, radiation, and data analysis. The program integrates authentic research with structured instruction, supported by teacher training. Its impact...
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Ms Chara Bitsaki (University of Crete & University of Groningen)06/07/2026, 14:10Identity and Belonging in physics (IDENT)Oral presentation
This study investigates how secondary pre-service teachers’ Climate Change Teacher Identity (CCTI) develops as they create scenario-based STEM materials that tackle the complexity of climate change and futures thinking. Twelve participants from STEM disciplines attended an 8-week university seminar combining real-data exploration, models and simulations, physics experiments on complex systems,...
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Mrs Karolina Matejak Cvenic (Department of Physics, Faculty of Science, University of Zagreb, Bijenička c. 32, 10000 Zagreb, Croatia)06/07/2026, 14:10Thermodynamics & Energy (THERMO)Oral presentation
During the Spring semester of 2025 a new inquiry-based teaching sequence on energy was developed and tested. This new sequence relies on energy bar diagrams representation. Its aim is to improve Croatian secondary students’ (aged 15-16 years) understanding of the basic concepts related to energy as well as their ability to apply the law of energy conservation. The effect of the new sequence,...
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Fabiola Escobar Moreno (Instituto Politécnico Nacional)06/07/2026, 14:10Quantum education (QUANT)Oral presentation
Scientific literacy in childhood tends to develop scientific vocations and learning experiences. Through action research, a stepped didactic sequence was implemented for the construction of the concept of force with elementary school students, using scientific fables and experiments. 90% of the children managed to associate the concept of force with movement, making physics a means to acquire...
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Daniel Guillermo Elizondo Blanco (CONARE)06/07/2026, 14:10Physics teacher education & Professional learning (TEACH)Oral presentation
This work presents the implementation of remote laboratories during the 2025 Costa Rican Physics Olympiad, supported by LabsLand and UNED’s Remote Experimentation Laboratory. Students divided into two categories carried out experimental activities using the Inclined Plane and HIVE laboratories. Results show that these resources are reliable for educational use and academic contests, fulfilling...
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Maria Bondani (Istituto di Fotonica e Nanotecnologie-CNR-IFN, Como, Italy)06/07/2026, 14:30Interdisciplinary topics (INTER)Oral presentation
The Einstein–Podolsky–Rosen paradox and Bell inequalities challenge classical notions of realism and locality and are central to the scientific and epistemological foundations of quantum mechanics. We present an innovative educational pathway developed through collaboration between researchers and secondary school teachers, first implemented at the Liceo “M.L. King” in Genoa, Italy, in 2025...
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Stefan Gritsch (Pädagogische Hochschule Steiermark)06/07/2026, 14:30Physics teacher education & Professional learning (TEACH)Oral presentation
Out-of-field (OOF) teaching, where teachers are assigned to teach subjects without formal qualifications, is a global concern in educational contexts with direct implications for subject-specific competencies, such as lesson planning. While other aspects of OOF have been addressed more broadly, planning processes remain underexplored within this context. This submission addresses this gap...
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Michelangelo Panza (University of Macerata)06/07/2026, 14:30Identity and Belonging in physics (IDENT)Oral presentation
Physics education operates under a "myth of neutrality" that frames physics as objective facts requiring mere transmission. Supported by the assumption that knowing physics comes before knowing how to teach it, this myth dismisses pedagogical expertise while obscuring whose interests physics serves. Through a comparative case study, we argue that physics education should not be understood as a...
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Dr Avraham Merzel (The Hebrew University of Jerusalem)06/07/2026, 14:30Thermodynamics & Energy (THERMO)Oral presentation
Teaching energy as a coherent concept across scientific disciplines, across topics within physics, and across different educational levels is a persistent challenge. To address this challenge, we established an international researchers-practitioners partnership (RPP) aimed at developing a teacher-training program and teaching-learning sequences. Grounded in the energy-change approach as a...
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Carolina de Souza (Federal University of São Carlos (UFSCar))06/07/2026, 14:30Physics teacher education & Professional learning (TEACH)Oral presentation
We analyzed an episode in an initial training course for physics teachers in which students produced scenes about physics and war. The corpus included videos of discussions, photographs of the productions and field notes. The interpretive analysis examined mobilized signs, emerging problems, shifts in participation, and relationships between physical concepts, historical and media references....
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Roberto Virzi (Department of Physics - Politecnico di Milano)06/07/2026, 16:30Educational research methodology (METHOD)Oral presentation
In academic years 2024/25 and 2025/26, an innovative strategy has been tested during the exercise sessions of a physics course on electromagnetism. A quick multiple-choice test was proposed to second-year mathematical engineering students at the beginning of each exercise session. These activities aimed to foster students' learning through the retrieval practice of topics covered in lectures....
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Dr Anna Koumara (Aristotle University of Thessaloniki)06/07/2026, 16:30Instructional strategies & Curricula (INSTR)Oral presentation
The present work focuses on action research to re-organize the 11th-Grade Physics curriculum to incorporate aspects of the nature of scientific knowledge (NOSK). The researcher, who is also the teacher, has designed activities that focus on explicit NOSK instruction, based on the curriculum, while employing three teaching approaches (History of Science, Scientific Inquiry and Socio-scientific...
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Izabella Julia Benczik06/07/2026, 16:30Evaluation & Assessment (EVAL)Oral presentation
A lending library of portable, experimental kits (first of its kind in Hungary) was established at the Eszterházy University Eger. Pre-service teachers of the university designed inquiry-based activity sheets for these classroom-sized kits. To assess the educational benefits of this library on lower secondary physics teaching, we tested its kit-and-sheet packages in two semester-long...
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Jason Tran06/07/2026, 16:30Quantum education (QUANT)Oral presentation
Quantum measurement is central to quantum mechanics, yet many students leave quantum courses without a clear, stable mental model of what “measurement” means. We analyze semi-structured think-aloud interviews in which students connected quantum measurement to mathematical formalism and their experimental understanding. Students’ placements spanned the entire continuum, revealing structured...
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Evi-Maria Pitsiava (Univesity of Crete)06/07/2026, 16:30Digital technologies (DIGI)Oral presentation
Abstract.
Microlearning—the delivery of short, compact units of knowledge in digital formats—is a pivotal tool for amplifying science communication and disseminating new research. This approach is central to the Museum 3.0 paradigm, particularly for engaging Generation Z (i.e. the proximal student community). In alignment with this, NHMC-UOC has been implementing targeted social media...
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Eleni-Maria Valkanou (Democritus University of Thrace)06/07/2026, 16:50Instructional strategies & Curricula (INSTR)Oral presentation
This study describes and evaluates a pilot Teaching–Learning Sequence (TLS) on heat transfer and the Nature of Scientific Inquiry (NOSI) for primary school students. We focus on students’ understanding of heat transfer by radiation (conceptual knowledge), Control-of-Variables Strategy reasoning for interpreting controlled experiments (procedural knowledge), and the NOSI view that explanations...
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Pierre Benard06/07/2026, 16:50Other research in Physics Education (OTHER)Oral presentation
Physics education is central to the mission of the Canadian Association of Physicists (CAP). The CAP’s vision is a vibrant and inclusive physics education community that fosters discovery and innovation in Canada. This presentation will highlight several national physics education initiatives that involve high school students, undergraduate and graduate students enrolled in physics programs,...
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Margaret Wegener06/07/2026, 16:50Digital technologies (DIGI)Oral presentation
Immersive Virtual Reality (VR) offers distinctive affordances for learning physics, through otherwise-impossible learning experiences. We have investigated student learning via simulations, with more than 550 students spanning a range of university courses, across core, service, and teacher‑education contexts. We compared use of immersive VR physics simulations with flat‑screen interactive...
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Csikos Viktoria06/07/2026, 16:50Educational research methodology (METHOD)Oral presentation
The study examines the possibilities of applying gamification in secondary school physics education, with a particular focus on the motivation, engagement, and conceptual understanding. The research used a learning environment based on a narrative framework and a badge system. The study involved a group of 7th graders and two groups of 9th graders. The impact assessment was conducted using...
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Mr Georgios Parnavellis (University of the Aegean)06/07/2026, 16:50Quantum education (QUANT)Oral presentation
The conceptual transition from classical to quantum physics poses significant challenges in upper secondary physics. This study explores students’ perceptions of Bohr’s model and the extent to which their reasoning reflects classical carryover. Data were collected through a closed-type online questionnaire administered to 36 Greek upper secondary students. While most participants recognized...
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Yhonatan White06/07/2026, 17:10Quantum education (QUANT)Oral presentation
Integrating the Schrödinger equation (SE) in high school quantum physics (QP) is often considered mathematically challenging. However, teaching mathematical structures might improve students’ ability to engage with quantum technology and solve quantitative problems. In this study we designed a teaching unit focusing on the SE and its applications and integrated it into QP curriculum. We...
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Cesar Mora (Instituto Politécnico Nacional)06/07/2026, 17:10Other research in Physics Education (OTHER)Oral presentation
Driven by ICASE, this initiative presents the curricular design of a distance-learning graduate program (Master’s/Ph.D.) in STEM Education for Latin America. Grounded in Design-Based Research, the program integrates cloud-accessible remote laboratories to democratize experimental physics and professionalize teachers across regional networks. To evaluate learning trajectories, the methodology...
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Dr Stefania Lippiello (Department of Physics and Astronomy - University of Padova (Italy))06/07/2026, 17:10Instructional strategies & Curricula (INSTR)Oral presentation
This study presents the Erasmus+ project INSIGHT (2024-2027), which aims to integrate historically contextualized scientific instruments into inquiry-based learning environments within physics and STEAM education. Focusing on the telescope toolkit developed by the University of Padua, the contribution illustrates how historical instruments can act as epistemic mediators connecting theory,...
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Stefan Kraus (Lehrstuhl für Physik & ihre Didaktik, Julius-Maximilians-Universität, Würzburg)06/07/2026, 17:10Digital technologies (DIGI)Oral presentation
Traditional physics equipment is often costly and time-consuming. The PUMA Optics Lab addresses these challenges through a web-based augmented reality (AR) environment for introductory optics. Using paper markers and mobile devices, students manipulate virtual 3D components like lasers and lenses. This browser-based approach requires no installation, enabling flexible use in classrooms or at...
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Dr Martina Kekule (Charles University)06/07/2026, 17:10Educational research methodology (METHOD)Oral presentation
This study investigated how students’ attention is distributed across options in kinematics graphing tasks using eye-tracking. Thirty-two students completed six multiple-choice tasks adapted from the TUG-K test. Results show that top performers and students answering correctly focused mainly on the correct options and quickly disregarded misconception-based distractors in the case of two...
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Christoph Stolzenberger06/07/2026, 17:30Digital technologies (DIGI)Oral presentation
Using digital media is becoming increasingly popular in teaching. One promising use case in physics is the joint presentation of a real-life experiment and the suitable theoretical model. On this basis, the “PUMA:Spannungslabor” AR-app was developed for teaching about simple electric circuits. To evaluate this approach, a student laboratory study was conducted and revealed a significantly...
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Yohanes Wolde-Senbet06/07/2026, 17:30Educational research methodology (METHOD)Oral presentation
This study was carried out collaboratively with a partner school in Ethiopia, with both institutions involved in the design and implementation. The aim was to investigate the impact of formula sheets and calculators on students’ performance and understanding in high school physics.
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Dr Rubén Sánchez Sánchez (Instituto Politécnico Nacional)06/07/2026, 17:30Educational research methodology (METHOD)Oral presentation
The teaching practice in learning Faraday’s law is difficult to achieve because of the degree of abstraction that follows that physical law. In this work, we address the problem with flipped classrooms and the use of simulations and laboratory material, making an active and attractive experience of learning for the student, facilitating the understanding of this law. We hope that our work will...
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Dr Sara Satanassi (Department of Physics and Astronomy, 'A. Righi', University of Bologna)06/07/2026, 17:30Quantum education (QUANT)Oral presentation
Entanglement is a key concept of the Second Quantum Revolution and a persistent challenge for students’ reasoning. This contribution presents a research-based tutorial that introduces entanglement through Bell’s game as a trigger of change. The tutorial was implemented in an extracurricular high-school course and examined through qualitative interviews conducted two months after instruction....
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Rencita Pinto (Modeling and Conceptual Change Group, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai, India)06/07/2026, 17:30Instructional strategies & Curricula (INSTR)Oral presentation
This study examines how Grade 9 students reason about randomness while interacting with a stochastic agent-based model of phase change. While randomness is central to complex systems, it is rarely foregrounded in school science, where deterministic representations dominate. In this study, students explored a Monte Carlo Lennard-Jones model through predict–observe–explain tasks. Analysis showed...
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Caroline Wortmann07/07/2026, 09:00Informal and non-formal learning (INF)Oral presentation
To reduce dropout rates, digital mathematical refresher courses were developed. Students did not accept and use them. In response, the authors designed a board game including scientifically evaluated questions, serves to help students get to know each other supporting joint learning in small groups. The gamification elements give students an approach to secondary school mathematics, reflect on...
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Marina Tsaousidi (Laboratory of Science Education & Educational Technology, School of Physics, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece)07/07/2026, 09:00Interplay of mathematics and physics (MATH)Oral presentation
Graph interpretation is a crucial competency in contemporary society and a central component of physics learning. However, students often experience persistent difficulties in extracting, coordinating, and reasoning with information from graphical representations. This study presents the design and implementation of a Teaching–Learning Sequence (TLS) that systematically integrates multiple...
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Daša Červeňová (Comenius University)07/07/2026, 09:00Educational research methodology (METHOD)Oral presentation
The Pillars of the Mind theory offers promising applications for physics education but lacks explicit methodological tools for systematic use. This contribution presents our original work on developing a pillar-based methodological framework for analysing physics learning materials. This pillar-based framework is data-driven and developed by the grounded theory research design. We have...
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Flora Mantelaki07/07/2026, 09:00Digital technologies (DIGI)Oral presentation
This study presents the development and teacher evaluation of interactive simulations designed to introduce archaeometric methods in secondary science education. The simulations aim to make contemporary analytical methods accessible through interactive, inquiry-oriented exploration. An evaluation was conducted with 23 secondary education teachers during a professional development workshop....
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İrem Ören07/07/2026, 09:00Thermodynamics & Energy (THERMO)Oral presentation
This study investigates quantum-like order effects in 9th-grade physics students' reasoning about heat and temperature. Traditional education research views misconceptions as fixed cognitive defects. Conversely, Quantum-Like Modeling (QLM) posits that cognitive states are context-dependent and non-commutative. Using a split-sample design (N=240), we present conceptual questions on...
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Olivia Fischer07/07/2026, 09:20Informal and non-formal learning (INF)Oral presentation
Science lab workshops can spark curiosity, confidence, and more informed views of science, especially when hosted in authentic research environments such as CERN. This contribution presents the development of a new ultrasound workshop at CERN Science Gateway as a case study to reflect on key design challenges: engaging 13-15 year-olds, linking physics to societal contexts, and balancing...
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Prof. Marika Kapanadze (Ilia State University, Tbilisi, Georgia)07/07/2026, 09:20Physics teacher education & Professional learning (TEACH)Oral presentation
This study examines the use of the TPACK framework to enhance physics teachers’ technological competencies. Using a design-based research approach, a year-long professional development program focused on integrating mobile applications into physics teaching was implemented. Teachers participated in hands-on workshops emphasizing pedagogical applications of digital tools. Quantitative data from...
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Mateo Dutra Shaw (Instituto de Física, Facultad de Ingeniería, UdelaR)07/07/2026, 09:20Interplay of mathematics and physics (MATH)Oral presentation
Difficulties in understanding kinematics and interpreting motion graphs persist at the university level, particularly in engineering programs. To address these challenges, we designed a real-time graph-based motion video game in which students reproduce motion graphs using their own bodies while an ultrasound sensor generates position data displayed instantaneously. The environment was...
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Jens Damköhler (Uni Würzburg - Physik und ihre Didaktik)07/07/2026, 09:20Educational research methodology (METHOD)Oral presentation
Although using generative AI in qualitative coding processes can accelerate them, it raises integrity concerns when the model outputs are taken verbatim without scrutiny. We present an integrity-preserving workflow that embeds ChatGPT as a consistency-oriented sparring partner within structured qualitative content analysis: manual briefing, independent parallel coding, systematic comparison,...
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Mrs Margareta Lovkovic Indra (Strukovna škola Đurđevac, Croatia / FMF Ljubljana, Slovenia)07/07/2026, 09:20Thermodynamics & Energy (THERMO)Oral presentation
This qualitative case study investigates how vocational high school students use analogies to understand thermodynamic concepts. The study employs a constructivist and phenomenological framework, focusing on students’ reasoning before and after guided instruction. Thematic analysis revealed a wide range of analogies, from intuitive everyday examples to abstract models. While analogies fostered...
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Marco Bellomo07/07/2026, 09:40Interplay of mathematics and physics (MATH)Oral presentation
High-school students often experience physics as a collection of disconnected topics, with laboratory work reduced to formula confirmation. We propose a vertical teaching–learning sequence based on the water rocket, designed as a unifying laboratory environment. Starting from a playful object, students revisit the same system through models of increasing conceptual complexity, ranging from...
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Ms Ludmila Belogrudova (University of Latvia)07/07/2026, 09:40Digital technologies (DIGI)Oral presentation
Khan Academy provides expert-developed educational videos, yet most content is available only in English and aligned with US curricula, limiting its use in formal education in other countries. We present a systematic adaptation of these videos for blended learning in Latvian secondary school physics. An AI-assisted translation and transcription, combined with expert validation and curriculum...
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Tereza Fürstová (Department of Physics Education, Faculty of Mathematics and Physics of Charles University in Prague)07/07/2026, 09:40Educational research methodology (METHOD)Oral presentation
This contribution presents the pilot testing of a newly developed upper secondary physics textbook created at the Department of Physics Education, Faculty of Mathematics and Physics, Charles University. Based on a literature review, a set of science textbook criteria was developed and used to design questionnaires and interview protocols. The Electricity and Magnetism chapters were piloted by...
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László Molnár07/07/2026, 09:40Informal and non-formal learning (INF)Oral presentation
The "Science Triathlon" is an 18-year-old national competition for Hungarian-medium secondary students in Slovakia, bridging theoretical instruction and practical implementation. By integrating mathematics, physics, and informatics, the project challenges talented students with real-world problems beyond the standard curriculum. A core focus is the application of digital technologies to solve...
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Uri Livne (Hebrew University of Jerusalem)07/07/2026, 09:40Thermodynamics & Energy (THERMO)Oral presentation
Concept image is a central construct for understanding how learners internally represent scientific concepts beyond their formal definitions. While widely used in mathematics education, its systematic application in physics education remains fragmented. This study presents a structured synthesis of concept image research in STEM education, based on a multi-stage systematic review, culminating...
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Tamara Fekete-Nagy (Eötvös Loránd Tudományegyetem)07/07/2026, 10:00Educational research methodology (METHOD)Oral presentation
My presentation for high school physics teachers introduces a practical method for teaching gas laws using an Arduino-controlled sensor. This approach develops students’ problem-solving skills and digital competences while actively engaging them in the learning process. Each experiment is supported by an interactive worksheet that strengthens scientific competences and helps students compare...
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Zeynep Topdemir07/07/2026, 10:00Interplay of mathematics and physics (MATH)Oral presentation
As part of a broader project investigating students’ mathematical understanding in physics, this study examines how students interpret the partial derivatives underlying in divergence and curl using vector field diagrams. Students are interviewed about their reasoning on divergence and curl across different vector field representations, and they also compare their answers with those generated...
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Prof. Lars-Jochen Thoms (University of Konstanz)07/07/2026, 10:00Digital technologies (DIGI)Oral presentation
Digital technologies increasingly shape science learning and teaching, yet teacher education lacks science-specific instruments to assess pre-service teachers’ academic self-concept regarding digitalization-related competencies. Building on the DiKoLAN framework, we developed DiKoLAN-SK, an 80-item questionnaire covering seven science-specific competency areas, two competency levels (Describe,...
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Efraim Yehuda Weissman (Jerusalem College of Technology)07/07/2026, 10:00Thermodynamics & Energy (THERMO)Oral presentation
This study explores how high school physics teachers conceptualize momentum, how they define it, and the pedagogical emphases they employ when teaching it. The results reveal considerable variability in definitions, with a strong preference for the technical formulation p=mv. The study highlights the need for a deeper conceptual understanding of momentum in both curricula and teacher training.
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Konstantina Kotsari (CTI Diophantus), Prof. Zacharoula Smyrnaiou (CTI DIOPHANTUS/ NKUA)07/07/2026, 10:00Instructional strategies & Curricula (INSTR)Oral presentation
This paper presents the pedagogical design and implementation framework of an educational scenario developed within the Greek Innovation Centres, a national network of technology-enhanced learning environments. The scenario, entitled “Little Engineers and Robots: Exploring Motion and Energy”, is addressed to students of Grades 1–3 and aims to introduce foundational concepts of physics,...
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Mr Rok Kuk (University of Ljubljana)07/07/2026, 13:30Climate physics (CLIM)Oral presentation
Climate change education requires scientifically sound, classroom-tested activities. We present two tasks designed to deepen students’ understanding of global warming and scientific reasoning. The first uses Eunice Foote’s historical experiments to provide an authentic context for practising scientific reasoning. The second activity explains the mechanism of the enhanced greenhouse effect...
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Ms Maria Ioannidou (Physics Department, Aristotle University of Thessaloniki, 54124, Thessaloniki, Greece)07/07/2026, 13:30Astronomy and Astrophysics education (ASTRO)Oral presentation
Despite Astronomy’s potential to raise students’ interest in science and cultivate their scientific literacy, this subject is largely overlooked in the secondary-level curriculum of Greece. This study presents the design and pilot implementation of the first version of a teaching–learning sequence (TLS-1) on stellar evolution targeting upper secondary students. The pilot implementation of...
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Dr Giorgos Peikos (University of Crete)07/07/2026, 13:30Artificial Intelligence (AI)Oral presentation
This study investigates primary school teacher students’ pedagogical reasoning regarding GenAI-generated suggestions during the design of science lesson plans. Grounded in Pedagogical Content Knowledge (PCK), the study was conducted within a semester-long university seminar in which eighteen participants engaged with ChatGPT through a teacher–GenAI co-design approach. Data consisted of written...
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Prof. Katarina Jelicic (Department of Physics, Faculty of Science, University of Zagreb, Croatia)07/07/2026, 13:30Evaluation & Assessment (EVAL)Oral presentation
Visual representations such as energy bar diagrams are used in physics education to help students understand energy concepts, visualize transformations, and apply the law of conservation of energy in problem solving. However, the impact of energy bar diagrams on problem solving has not yet been systematically investigated. This study examined, using wearable eye-tracking measurements and...
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Lívia Sobinovská07/07/2026, 13:30Physics teacher education & Professional learning (TEACH)Oral presentation
Inclusive education is widely promoted through general policy frameworks; however, subject-specific methodological guidance remains limited. This paper presents findings from an online survey exploring lower secondary physics teachers’ attitudes toward inclusive education (based on the MATIES questionnaire) as well as their professional needs regarding its implementation in physics...
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Laura Branchetti (Dipartimento di Matematica "F. Enriques", Università degli Studi di Milano)07/07/2026, 13:30Interplay of mathematics and physics (MATH)Oral presentation
In this contribution we propose a methodology to re-describe empirical data, the previous analysis of which led to identifying the phenomenon of “inextricability” of mathematical and physical reasoning, with the theoretical lens of boundary objects/boundary crossing. We analyze an interview excerpt with a quantum mechanics student engaged in solving a probability problem for measuring spin. We...
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Dr Farahnaz Sadidi07/07/2026, 13:50Artificial Intelligence (AI)Oral presentation
This study explores integrating critical thinking (CT), AI, and ethics into pre-service physics teacher education. Using Halpern's Critical Thinking Framework and UNESCO's AI Competency Framework for Teachers, a seminar equipped participants to develop CT-oriented physics materials, use AI tools effectively, and address ethical considerations. Findings reveal both opportunities and challenges:...
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315. Designing the multiple-choice questionnaire to assess the students understanding of RC circuitsRuoshi Wang (University of the Basque Country)07/07/2026, 13:50Evaluation & Assessment (EVAL)Oral presentation
Standardized multiple-choice tests assess learning in physics, yet no well-validated instrument exists for RC circuits. We developed a 22-item RC-circuit test by synthesizing prior research and piloted it at two Chinese universities using two complementary forms. Item- and test-level analyses evaluated reliability and discriminatory power. Based on difficulty, discrimination, and...
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ANASTASIA OIKONOMOU07/07/2026, 13:50Physics teacher education & Professional learning (TEACH)Oral presentation
The study explores pre-service teachers’ perceptions of inclusive inquiry-based Physics teaching and learning. Using a qualitative paradigm, semi-structured interviews were conducted with 20 pre-service teachers who attended a Physics education course focused on inclusive inquiry. Data were analysed through Reflexive Thematic Analysis. Findings indicate that pre-service teachers perceive...
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Prof. Andreas Borowski (Physics Education, Institute of Physics and Astronomy, University of Potsdam, Potsdam, Germany)07/07/2026, 13:50Interplay of mathematics and physics (MATH)Oral presentation
Using multilevel logistic regression analyses of 409 first-year physics students from 12 German universities, we examined the incremental effects of mathematical and physics prior knowledge (MPK, PPK) assessed via study entrance tests beyond school grades on passing first-semester physics exams. MPK measured by entrance tests emerged as the strongest predictor of exam success. PPK assessed by...
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Philipp Lindenau (Deutsches Zentrum für Astrophysik)07/07/2026, 13:50Astronomy and Astrophysics education (ASTRO)Oral presentation
We report on two pilot workshops in which high school students engaged in hands on radio astronomy by constructing their own low cost telescope and measuring the 21-cm hydrogen line. Complementary experiments across the electromagnetic and acoustic spectrum supported conceptual understanding. Evaluation with 23 students informed iterative refinements following a design based research approach....
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Ioanna Kaltsa (University of Crete), Ioannis Xypolias (University of Crete)07/07/2026, 13:50Climate physics (CLIM)Oral presentation
Abstract. The study explores the professional development of active teachers in terms of integrating future-oriented thinking into climate change teaching, within the framework of Open School Education Networks. Based on the Interconnected Professional Development Model, it examines the interactions between teachers, researchers, and stakeholders, as well as the integration of core...
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Kazi Aatish Imroz (The Ohio State University)07/07/2026, 14:10Interplay of mathematics and physics (MATH)Oral presentation
Introductory calculus-based physics courses in the U.S. typically require multiple prerequisite and corequisite mathematics courses that vary across institutions. However, limited research has examined whether these requirements align with the mathematics skills students use to solve introductory physics problems. Recent studies also highlight the importance of quantitative literacy in problem...
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Floor Kamphorst (NTNU)07/07/2026, 14:10Evaluation & Assessment (EVAL)Oral presentation
In this paper, we raise the question how to assess SRT learning at the secondary level, which we characterize as initial. To this end, three instruments are implemented to assess the learning of 389 11th grade secondary students. The results indicate that many students struggle to identify the correct rest frame and that they tend to forget that SRT requires comparing results of two reference...
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Dr Veruska Lamberti (Università degli Studi di Salerno)07/07/2026, 14:10Astronomy and Astrophysics education (ASTRO)Oral presentation
The detection of exoplanets relies on indirect observational methods that require students to interpret weak photometric signals. This contribution presents Exoplanet Hunter, an inquiry-based laboratory in which students simulate a star–planet system and reconstruct transit light curves using CCD imaging and aperture photometry. The activity emphasizes data acquisition, quantitative analysis,...
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George Swift, Prof. Pippa Petts (Durham University)07/07/2026, 14:10Artificial Intelligence (AI)Oral presentation
Artificial intelligence (AI) is rapidly entering Higher Education, yet its use for analysing qualitative data in STEM remains contested. Existing research prioritises technical capability and ethics, offering little insight into disciplinary influences. This study examines how physics educators conceptualise AI in relation to qualitative data using semi-structured interviews with eight...
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Magdalena Micoloi07/07/2026, 14:10Climate physics (CLIM)Oral presentation
Addressing climate change in high school through a four-day Project-Based Learning (PBL) course allows students to expand their knowledge in climate physics and develop specific skills within a collaborative learning environment. The course combines input sessions on scientific and societal aspects, including the greenhouse effect and climate change denial, with open working spaces for...
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Catalina Arboleda (University of Colorado Boulder)07/07/2026, 14:10Instructional strategies & Curricula (INSTR)Oral presentation
Physics Education Research (PER) has significantly advanced student-centered instruction, yet inequities in identity and participation remain. This paper argues that physics education can benefit from engaging the sociopolitical and cultural dimensions of learning. Drawing on Youth Participatory Science (YPS), I examine how an introductory physics course can be reoriented around social justice...
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ELENI BOTZAKI (University of Crete)07/07/2026, 14:30Evaluation & Assessment (EVAL)Oral presentation
Addressing complex learning goals like climate change competencies requires attention not only to final outcomes, but also to the learning process, as in formative assessment. This study explores how pre-service primary teachers develop formative assessment activities for climate change competencies. Five pre-service primary teachers participated in this study, who developed teaching scenarios...
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Mrs Hadas Levi (Lev Academic Center, the Hebrew University of Jerusalem.)07/07/2026, 14:30Interplay of mathematics and physics (MATH)Oral presentation
The interplay between mathematics and physics in teaching and learning physics is attributed to a distinct domain, "Physmatics," encompassing unique skills and thinking modes. In our previous research, we identified systematic connections between the physmatic skills teachers aim to develop and the physmatic difficulties students exhibit during classroom interactions. Building on these...
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Jonathan Grothaus (Universität Würzburg)07/07/2026, 14:30Climate physics (CLIM)Oral presentation
Climate education increasingly emphasizes socio-scientific issues that connect scientific understanding with societal action. This talk presents Labs4Future, a two-day student laboratory developed within a design-based research project to address the climate crisis. Guided by the Lessons4Action framework, the intervention links four climate-related knowledge domains to individual and...
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Judith Vandewiere07/07/2026, 14:30Astronomy and Astrophysics education (ASTRO)Oral presentation
Planetarium domes offer an immersive representation of the sky based on the celestial sphere model. Although the concept of celestial spheres dates back to antiquity, it remains an important model in astronomy education for explaining celestial motion. Prior research suggests that difficulties in understanding the apparent motion of the Sun and stars may stem from a limited understanding of...
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Emanuele Zito07/07/2026, 14:30Physics teacher education & Professional learning (TEACH)Oral presentation
This study investigates which learning methodologies best support a neurodiverse (autistic) student in physics learning. The student participated in four electromagnetism experiments under different conditions: working alone or with peers, and using Inquiry-Based Science Education (IBSE) or Explicit Instruction. During the activities, the student was allowed to use ChatGPT as a virtual lab...
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Rostislav Danel07/07/2026, 17:00Evaluation & Assessment (EVAL)Oral presentation
Currently, no publicly available Czech instrument aligned with PISA Science 2025 exists for assessing scientific literacy at the end of lower secondary education. We developed and pilot-validated a Czech test (31 closed-response items), emphasizing physics-related contexts. Items were created by an interdisciplinary teacher team and expert-reviewed by three physics education researchers. The...
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Stephen Gammell (Dublin City University)07/07/2026, 17:00Astronomy and Astrophysics education (ASTRO)Oral presentation
Earth and space form an important part of most primary-level and secondary level science curricula and yet research results indicate that many children and adults are unable to correctly explain many basic phenomena such as earth’s seasons. A lack of well-developed spatial skills and the use of traditional instruction have been identified as barriers to understanding. This study presents...
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Chiara Menotti (Pitaevskii BEC Center, CNR-INO, Trento, Italy)07/07/2026, 17:00Quantum education (QUANT)Oral presentation
We examine the use of analogy-based tools, such as card games and nonlocal games, in educational projects aimed at introducing quantum physics in school contexts. The core concepts of our proposal — uncertainty and superposition — are explored operationally through the active implementation of measurement processes and unitary operations. This pathway naturally leads to entangled states. A...
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Lorenzo Miani07/07/2026, 17:00Interdisciplinary topics (INTER)Oral presentation
This study presents a narrative- and futures-oriented laboratory in physics education designed to address climate-system complexity and uncertainty. Implemented during a science communication winter school (N=10), the 16-hour workshop combined a climate simulation board game with mapping and collective writing activities. Qualitative analysis shows that participants shifted from fragmented and...
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Maria Bondani (CNR - Institute for Photonics and Nanotechnologies)07/07/2026, 17:00Quantum education (QUANT)Oral presentation
The rapid expansion of quantum science and technology highlights the need to extend quantum literacy to secondary education, yet persistent conceptual and pedagogical challenges remain. We report on a five-day summer school for in-service secondary teachers, grounded in a qubit-centered, axiomatic-operational quantum information framework. The program integrates phenomenology, formalization,...
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IRAYA YANEZ PEREZ (Universidad de Burgos)07/07/2026, 17:00Artificial Intelligence (AI)Oral presentation
This study compares ChatGPT and Gemini in generating images of physicists from two different prompts. Gemini depicted young Caucasian women, often in laboratories or observational settings, while ChatGPT produced older Caucasian men with glasses and facial hair. These contrasting representations reveal that AI mirrors cultural biases in visualizing physicists. Educators can use AI to highlight...
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Pietro Paolo Gambelli (Università di Trento)07/07/2026, 17:20Quantum education (QUANT)Oral presentation
The teaching of quantum physics at secondary school levels is often criticized for relying on traditional approaches that limit student engagement, as highlighted in recent educational literature. Grounded in game-based learning, this study presents an original escape room–style educational video game, developed through a collaboration between physicists and game designers, aimed at...
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Dr Aleksandra Biegun (Faculty of Science and Technology, University of Groningen)07/07/2026, 17:20Evaluation & Assessment (EVAL)Oral presentation
Assessing undergraduate physics laboratory courses through reports, presentations and teamwork poses challenges in fairness and consistency, especially with rising student numbers and multiple teaching assistants. To address this, clear and structured assessment criteria were developed to guide students towards learning objectives and support teaching assistants in delivering reliable...
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Dr Nikolaos Zarkadis (Department of Education Sciences in Early Childhood, Democritus University of Thrace, Alexandroupolis, Greece)07/07/2026, 17:20Interdisciplinary topics (INTER)Oral presentation
When 49 pre-service preschool teachers were asked to provide reasoning supporting particular claims after studying two scenarios on the role of the ocean in the climate, specific reasoning elements were used by them and various reasoning patterns were identified in an argumentation context.
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Aku Pajula07/07/2026, 17:20Quantum education (QUANT)Oral presentation
We investigate how pre-service physics teachers and university physics students select between three different natural language descriptions — quantum state, quantum realistic, and naïve dualistic — when describing photon in the context of quantum optical experiments. Using a pre post questionnaire, we compared a test group attending a quantum optics course emphasizing natural language to a...
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Dr Fatma Caner (Ozyegin University)07/07/2026, 17:20Artificial Intelligence (AI)Oral presentation
The integration of generative artificial intelligence (AI) into higher education is transforming how students approach physics problem-solving. This study examines how engineering students regulate their cognitive and metacognitive processes while solving physics problems with AI support. Drawing on metacognitive awareness theory and distributed cognition, a Human–AI Metacognitive Awareness...
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Rebecca Raskin (KU Leuven)07/07/2026, 17:20Astronomy and Astrophysics education (ASTRO)Oral presentation
In the context of an in depth interview study on students’ understanding of the apparent motion of the Sun, we identified several recurring themes in the difficulties they experience in their reasoning. One of the most prominent themes concerns the cardinal directions. Correctly defining these directions is essential for explaining where the Sun rises or sets and how this position varies...
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Gabriel Lanzillotta (Interunits Graduate Programme in Science Education / University of São Paulo, Brazil)07/07/2026, 17:40Interdisciplinary topics (INTER)Oral presentation
This study examines how teaching strategies based on complex socioscientific problems mobilise forms of agency under conditions of uncertainty in pre-service physics teacher education. Drawing on a qualitative intervention with final-year physics teacher students, the research analyses how participants construct action when scientific knowledge is necessary but insufficient for...
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sara ricciardi (INAF OAS)07/07/2026, 17:40Astronomy and Astrophysics education (ASTRO)Oral presentation
Spatial reasoning is a key component of scientific thinking, particularly in astronomy, where learners must coordinate spatial relations that are not directly experimentable. This study presents a qualitative case study conducted in an Italian public preschool that investigates how a play-based, STEAM-inspired intervention supports spatial reasoning in children aged 4–5. The study focuses on a...
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Alexandros Mpatzos07/07/2026, 17:40Artificial Intelligence (AI)Oral presentation
The purpose of the present study is the investigation of primary school teachers’ views on the integration of Generative Artificial Intelligence (GenAI) in science teaching. A translated and adapted questionnaire was administered to Greek undergraduate and graduate student teachers, and in-service primary school teachers for the measurement of their readiness levels, and the identification of...
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Onofrio Rosario Battaglia07/07/2026, 17:40Evaluation & Assessment (EVAL)Oral presentation
Understanding heat and temperature remains challenging for introductory physics students, requiring reliable diagnostic tools to assess conceptual learning. This study investigates the psychometric properties of the Heat and Temperature Conceptual Evaluation (HTCE) through Rasch analysis. The questionnaire was administered to 285 first-year undergraduates, and several Rasch indices were...
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Dr Shachar Boublil (TELUQ university)07/07/2026, 17:40Quantum education (QUANT)Oral presentation
This presentation explores the design and classroom implementation of an Einsteinian Energy module integrating the equations E = mc² and E = hf into the secondary school curriculum. The module connects modern physics concepts to existing energy topics through hands-on activities, historical narratives, embodied analogies, and proportional reasoning tasks. The session examines how students...
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Nilüfer Didiş Körhasan07/07/2026, 17:40Quantum education (QUANT)Oral presentation
In a previous study about students' quantum physics knowledge construction [1], we examined the dependency of students' knowledge construction with peers on question type and group type. Here, we consider the groups that did not arrive at correct answers in the group round. The data analyses show that students' finding the correct answer or not with peers is group size dependent. We also...
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Panagiotis Tampakis (University of Thessaly, Department of Primary Education, Greece)07/07/2026, 18:00Astronomy and Astrophysics education (ASTRO)Oral presentation
The barycentre in the Earth–Moon system constitutes a crucial yet conceptually demanding idea for building coherent models of gravitational interaction and for explaining phenomena such as Earth–Moon mutual motion, tides, and satellite trajectories, as well as two-body dynamics more broadly. We report data from the design and implementation of a two-hour learning sequence with 16 pre-service...
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Márton Burkovics (Eötvös Loránd University)07/07/2026, 18:00Evaluation & Assessment (EVAL)Oral presentation
The evaluation of short-answer physics questions is an arduous, time-consuming, and subjective process. This study investigates the reliability of Large Language Models (LLMs) for this purpose. Initial comparative testing revealed that Gemini provided greater consistency than other major models. Subsequent analysis compared the LLM's grading against those of five experienced physics teachers....
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Veronica Ilari (Department of Physics and Astronomy “A. Righi”, University of Bologna, Via Irnerio 46, 40126, Bologna, Italy)07/07/2026, 18:00Interdisciplinary topics (INTER)Oral presentation
This contribution explores how futures literacy can be meaningfully integrated into upper secondary scientific curricula by grounding futures thinking in the epistemology of complexity science. Building on the paradigm shift from Newtonian mechanics to complex systems physics, three educational activities co-designed with teachers and implemented in physics, chemistry, and science classes are...
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Cilia Rücker07/07/2026, 18:00Artificial Intelligence (AI)Oral presentation
This cluster-randomized controlled study (N=195 ninth-grade students) investigated a female-coded customized artificial intelligence chatbot, in authentic classroom settings compared to conventional differentiation methods. Assessing cognitive and affective dimensions, the results demonstrated high technology acceptance, significantly enhanced situational interest, and substantial reductions...
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Juuso Jaakola07/07/2026, 18:00Quantum education (QUANT)Oral presentation
Open-ended quantum-circuit exercises can yield thousands of distinct submissions, making pass/fail metrics insufficient for diagnosing learning challenges. We analyzed learner interactions from an introductory quantum-computing MOOC using several process indicators of problem solving to assess exercise difficulty. We also identified frequent incorrect circuit constructions that suggest...
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414. Pre-service and In-service Teachers’ Mathematical Reasoning and Sense-Making in Quantum PhysicsMoritz Förster (TU Dresden)07/07/2026, 18:00Quantum education (QUANT)Oral presentation
Fundamental principles of quantum physics are inherently described by mathematical structures. Hence, teaching the mathematical formalism of quantum physics is an important part for understanding principles such as superposition, the measurement process, uncertainty or entanglement. Especially in teacher training, the structural role of mathematics in physics should be highlighted rather than...
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Viera Haverlikova (Comenius University in Bratislava, Faculty of mathematics, Physics and Informatics)08/07/2026, 09:00Instructional strategies & Curricula (INSTR)Oral presentation
Climate change is a physical phenomenon, yet its integration into physics curricula remains limited. This study, part of the EcoMystery project, surveyed 195 teachers across five countries to identify barriers to climate education. Results highlight a significant paradox: while physics teachers understand the scientific principles, they lack confidence in addressing socio-scientific...
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Maria Samonaki08/07/2026, 09:00Artificial Intelligence (AI)Oral presentation
This study investigates how Generative AI (GenAI) can enhance inquiry-based climate change education and futures-oriented thinking in primary schools. An instructional intervention has been developed to support fifth- and sixth-grade students’ engagement with climate data, experimentation, and future scenario construction. Data from interviews, chat logs, and audio recordings are analysed to...
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James Freericks08/07/2026, 09:00Quantum education (QUANT)Oral presentation
The photoelectric effect is thought to definitively prove that photons exist. This is incorrect and is often based on the following myths: (i) classical physics cannot produce a frequency threshold; (ii) classical physics predicts long delay times before emission; and (iii) Einstein’s photoelectric equation proves the particle nature of light. The photoelectric effect does not actually...
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Leandro do Nascimento Silva08/07/2026, 09:00Interdisciplinary topics (INTER)Oral presentation
This paper discusses the inclusion of a temporal dimension in the context of possible outcomes regarding technological developments in science education. The main idea is that technological development plays a central role in how individuals perceive the future. It also provides an opportunity to stimulate imagination and prepare for future possibilities. To explore participants' potential...
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Katarína Kozelková08/07/2026, 09:00Physics teacher education & Professional learning (TEACH)Oral presentation
The concept of the spring and its behaviour occupies an essential place in upper secondary physics education. Although it is often presented as a simple and intuitive topic, teaching it can nonetheless lead to various misunderstandings and persistent misconceptions. This paper aims to investigate how in-service teachers conceptualise the spring constant and to examine the depth and accuracy of...
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Ilaria De Angelis (Roma Tre University & INFN, Roma, Italy)08/07/2026, 09:00Laboratory-based physics (LAB)Oral presentation
The LSOSAlab project, active since 2013, aims to promote laboratory practice in Italian schools by transforming the teaching of physics from a theoretical transmission of formulas to a tool for interpreting reality. This paper describes how the project bridges physics and society through the " low-cost laboratory" and how the digital infrastructure supports teachers in overcoming didactic isolation.
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Marina Carpineti (Dipartimento di Fisica - Università degli Studi di Milano)08/07/2026, 09:20Physics teacher education & Professional learning (TEACH)Oral presentation
We developed an inquiry-based educational project on geometrical optics designed to guide students in exploring light propagation from a homogeneous medium to a stratified one. The project was tailored for visual arts high school students, connecting scientific investigation with students’ natural interest in light from an artistic perspective. An experimental kit was created by selecting...
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Saul Casalone (Alma Mater Studiorum - Università di Bologna)08/07/2026, 09:20Interdisciplinary topics (INTER)Oral presentation
We present an interdisciplinary research project aiming to foster high-school students’ future-oriented agency and support their participation in public debate on the energy transition. The study focuses on Sardinia (Italy), where renewable-energy policies have triggered intense social tensions. First, we conducted ethnographic fieldwork to examine the opposition movement and how it resonates...
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Dr Alexandros Kateris (Consultant of Education in Natural Sciences, Directorate of Secondary Education East Attika, Athens), Dr Athanasios Velentzas (National Technical University of Athens), Dr Panagiotis Lazos (1. National and Kapodistrian University of Athens 2. Open University of Greece)08/07/2026, 09:20Laboratory-based physics (LAB)Oral presentation
Limited access to complex experimental apparatus constitutes a persistent challenge in school physics education. Interactive Screen Experiments (ISEs) have been proposed to support learning using real experimental data and photorealistic representations of laboratory setups. In this contribution, we present a design strategy for developing ISEs that target experiments demanding complex or rare...
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Mr Nektarios Tsagliotis (University of Crete)08/07/2026, 09:20Instructional strategies & Curricula (INSTR)Oral presentation
Energy education faces significant pedagogical hurdles, particularly regarding the distinction between "energy forms" and the abstract nature of degradation. This qualitative study explores the efficacy of Project-Based Science (PBS) in overcoming these obstacles. By engaging 6th-grade learners in the construction of passive solar energy systems, specifically solar water heaters and solar box...
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Andrea Lopez-Incera08/07/2026, 09:20Artificial Intelligence (AI)Oral presentation
The adoption of artificial intelligence (AI) tools in education raises concerns about their impact on students’ cognitive and creative skills, particularly in the absence of structured pedagogical frameworks. Here, we present the results of the “Teaching in and with AI” Erasmus+ project, which addresses this challenge by developing didactic materials that integrate AI into high school science,...
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Marilu Chiofalo08/07/2026, 09:20Quantum education (QUANT)Oral presentation
Quantum mechanics may play a crucial role in fostering scientific approach and enhancing high-school students’ understanding of physics. However, teaching quantum mechanics at the secondary-school level is often considered challenging due to its abstract formalism and counterintuitive concepts. This contribution reports a 10-hour introductory course on quantum mechanics designed for...
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474. Active learning of free fall through portable experimentation in high school physics education.Mario Alberto Valle Zavala (UNAM)08/07/2026, 09:40Laboratory-based physics (LAB)Oral presentation
This work presents an active learning approach for teaching free fall in high school physics education using a self-built portable experimental device based on Arduino. The intervention was developed within a constructivist framework and followed a quasi-experimental design supported by Problem-Based Learning. Learning outcomes were assessed using a pre-test and post-test, and the results were...
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Dr K K Mashood (Modeling and Conceptual Change Group, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai, India)08/07/2026, 09:40Other research in Physics Education (OTHER)Oral presentation
We discuss how the physics education research (PER) discussion on mathematical model-building can be connected or blended with the emerging field of Futures-Oriented Science Education (FOSE). To illustrate this connection, we outline how two FOSE effects emerge through model-building - a) the cognitive fragmentation of the human psyche and b) runaway building that has led to the sustainability...
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JESUS DIEGO TUERO-O'DONNELL08/07/2026, 09:40Quantum education (QUANT)Oral presentation
It is uncommon to draw explicitly on philosophy in physics classrooms, despite the historical interconnection between both disciplines. Examining the extent to which Socratic debates may modify students’ levels of critical thinking becomes particularly challenging when learners are confronted with foundational questions in quantum physics. The findings of this longitudinal qualitative study,...
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Gilad Hazaraty Zohar (Weizmann Institute of Science)08/07/2026, 09:40Artificial Intelligence (AI)Oral presentation
Dialogic teaching can enhance learning and thinking, yet teachers struggle to manage peer dialogue and diagnose students’ arguments in real time. This design-based research integrates generative AI (implemented using ChatGPT) into Diagnostic-Dialogic Chatbot Activities (DDCAs) for conceptual physics questions. DDCAs support students and teachers in collaboratively diagnosing and reflecting on...
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Myrto Berikou08/07/2026, 09:40Instructional strategies & Curricula (INSTR)Oral presentation
The Control of Variables Strategy (CVS) is considered as a key scientific skill that enables students to design and interpret experiments leading to valid conclusions. In this study 88 primary school students participated in a series of inclusive activities aiming on enhancing CVS skills. Students were supported by a pedagogical agent and participated in real-life inquiries. The effectiveness...
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Ianka Ivonne Castillo Gutiérrez (Universidad Nacional Autónoma de México)08/07/2026, 09:40Physics teacher education & Professional learning (TEACH)Oral presentation
Abstract. Given the current environmental situation and its relationship with science, this paper presents a proposal for teaching high school physics, integrating it with environmental issues, promoting a multidisciplinary vision of science and its contextualization through situated learning. Different didactic sequences were designed regarding to three topics: 1) mechanical and...
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Katalin Antalné Csorba08/07/2026, 10:00Instructional strategies & Curricula (INSTR)Oral presentation
Early positive engagement with science predicts later STEM interest, yet many pupils lose curiosity during primary school, narrowing the future pipeline. Across Europe, declining STEM proficiency and skills shortages underline the need for motivating early-stage pedagogy. This study examines a year-long gamified physics intervention in a suburban primary school, integrating progressive...
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Ricardo Karam (University of Copenhagen)08/07/2026, 10:00Quantum education (QUANT)Oral presentation
The centenary of Schrödinger’s wave mechanics offers a timely opportunity to reconsider the pedagogical significance of original sources. Although the Schrödinger equation occupies a central place in modern quantum mechanics textbooks, its conceptual role differs markedly from Schrödinger’s original formulation and intentions. This paper contrasts one lecture given by Schrödinger with the...
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Eduardo Montero (Escuela Superior Politécnica del Litoral (ESPOL)), Prof. Jorge Roblero (Escuela Superior Politécnica del Litoral)08/07/2026, 10:00Artificial Intelligence (AI)Oral presentation
Generative AI can enhance active learning but risks creating cognitive debt. We report an exploratory pilot study in undergraduate Physics using a guided AI Socratic tutor within the Peer Project Learning (PPL) framework. Six sections participated (AI group: n = 140; Control: n = 123). The AI group showed stronger practice–assessment alignment (r = 0.78 vs. 0.45) and higher performance (+13%...
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Beril Yılmaz Senem (Zonguldak Bulent Ecevit University), Dr Şule Kösem (Zonguldak Bulent Ecevit University)08/07/2026, 10:00Laboratory-based physics (LAB)Oral presentation
The purpose of this study is to improve pre-service science teachers' (PSTs) understanding of radioactivity and radiation types. An analogy-based activity was implemented with accessible materials to overcome students’ misconceptions. Pre-knowledge of 12 PSTs—participants of the study—was assessed through a questionnaire. After hands-on activity modelling alpha, beta, and gamma radiation, the...
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Antonella Liccardo (Università degli Studi di Napoli Federico II)08/07/2026, 10:00Identity and Belonging in physics (IDENT)Oral presentation
This contribution explores gender and minority inequalities in science education through a critical and contextualized perspective. Drawing on feminist epistemology and science education research, it presents the Gender of Science (GoS) intervention, implemented in Italian secondary schools. The project engages students in analyzing gender roles and stereotypes in their everyday environments...
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Prof. Apostolos Xenakis (University of Thessaly)08/07/2026, 10:00Other research in Physics Education (OTHER)Oral presentation
This study presents a didactic proposal designed for undergraduate students of Physical Sciences, investigating whether Epicurean atomism, rooted in Democritean philosophy and extended to space, motion, and time, may be interpreted as an intellectual bridge between Ancient and Modern Physics. Through a framework of structured steps to perform Socratic dialogues, supported by GenAI tools, and...
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Mrs Yasmin Gusmão (IFRJ)09/07/2026, 09:00Laboratory-based physics (LAB)Oral presentation
Abstract
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This paper investigates the integration of elements of the Nature of Science (NoS) into experimental activities aimed at promoting Scientific Literacy. The proposal focuses on the activity “Heat as a substance or energy?”, which makes use of a historical text by Thompson (1798) to contrast the explanatory caloric and vibrational models. Grounded in Mario Bunge’s epistemology, the... -
Ivana Štibi09/07/2026, 09:00Interdisciplinary topics (INTER)Oral presentation
Promoting “Training the Trainers” program for teachers at the RZC of Panonian Croatia, this paper presents application of an interdisciplinary physics methodology with gifted students and Adriatic RZC’s self-contained problem-solving curriculum that transcends subject boundaries. Problem-solving is conceptualized as a higher-order cognitive process involving identification, representation,...
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Lazaros Pelekas (Laboratory of Science Education & Educational Technology, School of Physics, Aristotle University of Thessaloniki)09/07/2026, 09:00Instructional strategies & Curricula (INSTR)Oral presentation
This study reports on the implementation and assessment of a teaching–learning sequence (TLS) on wetting phenomena in secondary education. The TLS is grounded in the 5E instructional model and integrates macroscopic observations, microscopic interpretations, and technological applications to support students’ learning. A mixed-methods approach is employed to examine changes in students’...
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Dennys Gahrmann (Physics Education, Institute of Physics and Astronomy, University of Potsdam, Potsdam, Germany)09/07/2026, 09:00Instructional strategies & Curricula (INSTR)Oral presentation
Prior knowledge in mathematics and physics strongly shapes students’ success in physics programs, yet international data on study-entry conditions are scarce. Building on over four decades of German experience with the Study Entrance Test in Physics (SET), we propose an international, cooperative project to capture and describe students’ prior knowledge across countries. SET serves as a...
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Özden Şengül (Boğaziçi University)09/07/2026, 09:00Physics teacher education & Professional learning (TEACH)Oral presentation
Rather than passive knowledge reception, meaningful learning is essential, in which the teacher’s PCK becomes essential. Thus, this study aims to examine the pedagogical content knowledge (PCK) of three physics teachers through a qualitative multiple-case study. Using interviews and thematic analysis guided by Shulman and Magnusson’s frameworks, the research identifies both similarities and...
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Caterina Giovanzana (Università degli Studi di Trento)09/07/2026, 09:00Physics teacher education & Professional learning (TEACH)Oral presentation
Augmented Reality (AR) offers significant potential for physics education, yet its classroom adoption remains limited, particularly in the Italian context where AR/VR headsets are available, but underused. This ongoing study investigates how a community of practice (CoP), framed by the Interconnected Model of Professional Growth, can support teachers in recognizing and enacting the educational...
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Giusy Giarratano (University of Palermo)09/07/2026, 09:20Educational research methodology (METHOD)Oral presentation
This study presents a Teaching–Learning Sequence (TLS) designed to improve pupils’ understanding of energy and their Science Self-Efficacy (SSE). The TLS was implemented with 75 pupils, who were divided into a Control Group (GC) and an Experimental Group (GE). The GC followed a traditional methodology, while the GE was taught using Inquiry-Based Science Education (IBSE). Learning outcomes were...
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Dr Eilish McLoughlin (Dublin City University)09/07/2026, 09:20Physics teacher education & Professional learning (TEACH)Oral presentation
Practitioner inquiry is strongly advocated as a highly effective form of teacher professional learning. However, the influence of practitioner inquiry on teachers and their students learning is less reported. This study presents the findings from 30 physics teachers’ reflections after they completed a year-long practitioner inquiry on their second level classroom practices. Qualitative content...
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Dr Radu Bogdan Toma (University of Burgos)09/07/2026, 09:20Interdisciplinary topics (INTER)Oral presentation
Students’ conceptions of technology are often limited and primarly associated with electronic devices. Given the scarcity of research in Early Childhood Education, this study aimed to examine the effectiveness of an four-session engineering-design based intervention, delivered through an extracurricular activity, on students (N = 29) understanding of technology. The results show a significant...
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Mo Basir09/07/2026, 09:20Physics teacher education & Professional learning (TEACH)Oral presentation
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...
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Marina Ristol Roura (Universitat Politècnica de Catalunya - Barcelona Tech)09/07/2026, 09:20Evaluation & Assessment (EVAL)Oral presentation
This study investigates students’ conceptions of force identification and Newton’s First Law in an introductory engineering context. By analysing Force Concept Inventory data from 822 first-year engineering students at Universitat Politècnica de Catalunya, this research aims to identify common understanding difficulties, particularly those related to the intuitive view of force as an internal...
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itay bahar09/07/2026, 09:20Quantum education (QUANT)Oral presentation
Abstract. Understanding the Nature of Science, particularly the concept of tentativeness, is fundamental to physics education. This study investigates changes in 12th-grade physics students’ perceptions following Quantum Physics teaching via the Discipline-Culture (DC) approach. Through comparative content analysis of pre and post-instruction responses, we tracked the evolution of students'...
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Süleyman Turşucu (PhD)09/07/2026, 09:40Interdisciplinary topics (INTER)Oral presentation
False information on social media poses a growing challenge for society, including the way citizens form opinions and take positions on scientific issues. This study examines how senior pre-university physics students respond to intuitive but incorrect flat-Earth claims encountered online. Using a pedagogical tool, students were asked to counter such claims by constructing a reasoned stance...
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Dr Marta Carli09/07/2026, 09:40Physics teacher education & Professional learning (TEACH)Oral presentation
This study explores the impact of ADELANTE – a national research project aimed at enhancing high-school physics laboratories through innovative lab technologies – on participating teachers. A two-tier teacher learning community was established, in which “teacher leaders” co-designed teaching-learning sequences that were then experimented in local teacher communities. Using a mixed-method...
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Krzysztof Turzyński (Faculty of Physics, University of Warsaw)09/07/2026, 09:40Instructional strategies & Curricula (INSTR)Oral presentation
This pilot study investigates the impact of inquiry-based learning (IBL) and active learning in first-year mechanics at the University of Warsaw. Using the Maryland Physics Expectations Survey (MPEX) and midterm exam performance, we compared an experimental group exposed to IBL elements with a control group. Exam results strongly correlated with admission scores, while no significant...
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Vera Montalbano (University of Siena)09/07/2026, 09:40Physics teacher education & Professional learning (TEACH)Oral presentation
Pre-service teacher education in Italy is limited in physics and often poorly coordinated with the pedagogical components. The project targeted teachers’ Pedagogical Content Knowledge (PCK) by developing an action-research protocol focused on conceptual diagnostic tools. A national community of educators and researchers in the PLS-Physics Project developed sets of conceptual questions on core...
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Sebastian Schellhammer09/07/2026, 09:40Laboratory-based physics (LAB)Oral presentation
Physics lab courses have developed significantly from highly instructed approaches to competency-based designs that embrace inquiry-based learning. However, little research has been reported for the development of inquiry-based physics lab courses dedicated to non-physics students, although these make up a large proportion of physics lab courses and can be considered didactically complex due...
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Marian Kires (Institute of Physics Faculty of Science UPJS in Košice, Slovakia)09/07/2026, 10:00Physics teacher education & Professional learning (TEACH)Oral presentation
Team physics competitions require coordinated team preparation. The time and expert knowledge required of physics teachers means that suitable teaching methods must be used, which include blended learning. Preparing a school team is the starting point for personalized learning and targeted skills development. In this paper, we analyse the results of solving a series of quantitative tasks with...
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R.J.H. Klein-Douwel (University of Groningen)09/07/2026, 10:00Laboratory-based physics (LAB)Oral presentation
In the learning process of physics students, teacher assistants in lab-based courses have an important role. But often they do not have enough educational and physics lab specific experience. Therefore an inquiry-based physics lab training module was designed and implemented to aid teacher assistants in supporting physics students in their critical thinking, problem solving and lab activities....
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Francesca Monti09/07/2026, 10:00Interdisciplinary topics (INTER)Oral presentation
We present an interdisciplinary didactic path at the high-school level that integrates VIS-NIR spectrometry and multispectral imaging applied to agriculture and environment. The teaching sequence, projected and conducted with experts in the field, includes the use of newly developed scientific instrumentation. We show that this context-based and practical didactic path succeeds in fostering...
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Kosntantinos Alexiou (University Of Western Macedonia)09/07/2026, 10:00Instructional strategies & Curricula (INSTR)Oral presentation
This paper discusses a series of inclusive AR-enhanced activities focusing on Nanoscience and Nanotechnology through the gecko effect. Activities and an AR app have been developed based on inquiry, Universal Design for Learning and AR technologies. The series of activities that has been created for 5th and 6th grade students. This study aims to explore how an NST-related series of inclusive...
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Eliane Merki09/07/2026, 10:00Evaluation & Assessment (EVAL)Oral presentation
This study presents the Inventory of Galilean Transformation of Uniform Linear Motion in Position–Time Graphs (IGT), a new instrument designed to assess students’ understanding of reference frames using position-time graphs. The IGT includes 15 multiple-choice items covering three types of Galilean transformations. It was developed and validated with 532 advanced upper secondary students. The...
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kana ofir (Weizmann Institute of Science)09/07/2026, 10:00Physics teacher education & Professional learning (TEACH)Oral presentation
Gamification can support knowledge organization and deepen conceptual understanding. To this end, the Phys-Cards games were designed as summative activities and implemented within a nationwide network of professional learning communities for high school physics teachers. This study aims to map how teachers prioritize competing considerations when planning how to implement the games. Analysis...
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Tobias Patrick Treczoks (Ludwig Maximilians Universitat (DE))09/07/2026, 13:30Artificial Intelligence (AI)Oral presentation
AI is progressively shaping both physics research and education, making AI literacy increasingly relevant. However, objective, age-appropriate AI literacy assessment tools for high-school students remain limited. This research introduces a novel performance-based test for 16-19-year-olds, theoretically grounded in current frameworks such as the one by the OECD. The instrument uses...
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Francesca Riccioni (Department of Physics and Astronomy - University of Bologna)09/07/2026, 13:30Interdisciplinary topics (INTER)Oral presentation
Epistemic emotions are a key focus in science education. They influence how people learn and how research unfolds. But where do we actually pick them up? This study builds on methodologies that identifies and classifies emotions by analysing the language of discovery stories, and represents them through the Circumplex Model of Epistemic Affect. We extend this approach to a broader set of...
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Katarína Kozelková09/07/2026, 13:30Physics teacher education & Professional learning (TEACH)Oral presentation
Pre-service teacher (PST) education forms the foundation of physics teacher education and their lifelong engagement in professional learning. PST education provides teachers with essential content and pedagogical knowledge as well as opportunities for classroom observation, before their first practical experiences in the role of a teacher. This study examines two physics PST programmes offered...
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Giulia Tasquier (University of Bologna)09/07/2026, 13:30Interdisciplinary topics (INTER)Oral presentation
This paper reports on an empirical study conducted within the ENCOMPASS project, investigating how a space of orientation for young students can be designed in climate change education through the ENCOMPASS approach. The framework integrates epistemic-driven, ethical-reflective, and systemic-pragmatic dimensions of agency. A teaching module combining modelling, systems mapping and...
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Leonardo De Deo (University of Bologna - INAF/OAS)09/07/2026, 13:30Astronomy and Astrophysics education (ASTRO)Oral presentation
This contribution presents a research project in Astrophysics education exploring how cinematic narratives can support reflection on epistemic, social and emotional dimensions of contemporary research. The study is based on a pilot analysis of "Black Holes: The Edge of All We Know" (Galison 2020), conducted through a framework encompassing social semiotics, Nature-of-Science, and epistemic...
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Dr Ioannis Lefkos (Laboratory of informatics and Robotics in Education and Society, University of Macedonia)09/07/2026, 13:30Informal and non-formal learning (INF)Oral presentation
This research investigates the attitudes, perceptions, and practices of educators regarding STEM/STEAM education within the context of non-formal education in Greece. Specifically, it focuses on Centres for Creative Activities of Children, where innovative workshops and educational robotics are increasingly integrated. Using a quantitative methodology and a structured questionnaire, the study...
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Drew Rosen (University of Edinburgh)09/07/2026, 13:30Cognitive science research (COGN)Oral presentation
Dual-process theories of reasoning have been successfully used to explain student reasoning patterns in undergraduate physics. Studying student reasoning requires designing and testing new physics questions to probe the heuristics used and why they are used. We discuss how new questions are developed and showcase how a new optics question was tested.
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Luca Zatti09/07/2026, 13:50Informal and non-formal learning (INF)Oral presentation
This contribution presents a hands-on outreach activity developed for the Genoa Science Festival, in which everyday food-related phenomena are used to explore the scientific method. Participants investigate unconventional measurements, such as estimating the speed of light with a chocolate bar, analyzing froth decay in beer, and studying sound frequency in a coffee cup. The activity is...
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Dr Mario Humberto Ramírez Díaz (IPN)09/07/2026, 13:50Physics teacher education & Professional learning (TEACH)Oral presentation
Research on physics teaching at basic educational levels faces persistent difficulties related to conceptual understanding of phenomena, the use of appropriate scientific language, and the transfer of knowledge to everyday situations. In response to this problem, the subject School Physics for Basic Levels was designed, implemented, and evaluated in the Graduate Program in Physics Education at...
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Elizabeta Šimunović (Faculty of Science, University of Split, Croatia)09/07/2026, 13:50Cognitive science research (COGN)Oral presentation
This study examined Croatian high school students’ understanding of the seasons and the effects of a short intervention using research-based or textbook images. A total of 142 first-year students participated, assigned to control and experimental groups. Students’ attention was monitored with eye tracking during pre-test, intervention, post-test, and interview stages. The experimental group...
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Aneta Kolodzejová (Faculty of Mathematics, Physics and Informatics, Comenius University in Bratislava, Slovakia)09/07/2026, 13:50Other research in Physics Education (OTHER)Oral presentation
The development of students’ critical thinking is widely recognised as a key challenge of 21st-century education. Physics education at grammar schools offers opportunities to engage students in analysing phenomena, interpreting information, and solving problems through real-life contexts. This paper explores how critical thinking is conceptualised and studied within context-based physics...
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Dr Vassilis Dimopoulos09/07/2026, 13:50Artificial Intelligence (AI)Oral presentation
This contribution presents a classroom-based case study on the use of an AI-supported formative assessment platform (AssessPrep) in IB Middle Years Programme (MYP) Year 5 Physics. Seventy-five students engaged in inquiry-based laboratory activities on uniform rectilinear and uniformly accelerated motion. In this study, we examined student progress through the lens of IB MYP Physics criteria,...
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Prof. Cristina Leite (University of Bologna / Universidade de São Paulo)09/07/2026, 13:50Interdisciplinary topics (INTER)Oral presentation
This study analyzes an interdisciplinary session for 17 pre-service teachers at USP. Integrating history, astronomy, and astronomy education, the meeting used the film Agora to highlight Hypatia of Alexandria, addressing gender and situated knowledge. We proposed a classification of student reflections: cultural curiosity and personal exploration, scientific development, practical and...
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Prof. Urban Eriksson (Division for PER, Dept. of Physics and Astronomy, Uppsala University, 75120 Uppsala, Sweden)09/07/2026, 13:50Astronomy and Astrophysics education (ASTRO)Oral presentation
Understanding spatial and temporal scales far beyond everyday experience is a major challenge in space science education. This study investigates how students make meaning of solar system scales and how embodied engagement with 3D models and planetarium simulations supports this process. Using a mixed-methods design grounded in social semiotics and embodied cognition, data are collected...
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Andrea Zamboni09/07/2026, 14:10Interdisciplinary topics (INTER)Oral presentation
Climate and sustainability education represents a complex pedagogical challenge that requires consensus on which content should be prioritized for citizen training. This study utilizes the Delphi method to structure communication among experts from various academic sectors and to identify the essential topics for an effective curriculum. Through an initial brainstorming phase followed by a...
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Willem Keppens09/07/2026, 14:10Astronomy and Astrophysics education (ASTRO)Oral presentation
We interviewed N=17 last year high school students (16-18 y.o.) on their understanding of basic astronomical phenomena. They were selected because they demonstrated a (fairly) accurate understanding of the spatial scales in the Sun-Earth-Moon (S-E-M) system in a prior survey. Using a physical, personalized scale model of the Earth-Moon system, we investigated potential links between students’...
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Wim Bouwman (Delft University of Technology)09/07/2026, 14:10Instructional strategies & Curricula (INSTR)Oral presentation
This paper presents an integrated mechanics project designed to connect theory, mathematics, and experimentation in the first-year Applied Physics program. Using smartphones and Python, students modelled and measured theme park attractions, progressing through the full scientific cycle from conceptualisation to modelling to data analysis and dissemination. The project aimed to foster deeper...
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Emese Hanolné Toldy09/07/2026, 14:10Artificial Intelligence (AI)Oral presentation
To challenge the common educational view that students’ use of artificial intelligence (AI) constitutes misconduct or fraud, we embedded an AI-supported problem-solving section into a large-scale science competition by means of tasks that explicitly required AI. Based on the performance of 487 seventh-grade contestants from 72 schools across the Carpathian Basin, we examined how to design such...
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Prof. Maria Parappilly (Flinders University)09/07/2026, 14:10Physics teacher education & Professional learning (TEACH)Oral presentation
There is an ongoing shortage of qualified physics teachers teaching at the senior school levels globally. As teachers significantly influence student’s choices and success, this lack of specialists compounds the STEM skilled workforce shortage. To address this and prepare students for future STEM success, a teacher upskilling Physics Skills Enhancement Micro-credential was designed and...
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Farook Al-Shamali09/07/2026, 14:10Educational research methodology (METHOD)Oral presentation
This study examines how scientists are represented in Canadian secondary and first-year university physics textbooks. Analysis of nine widely used texts shows that a small group of scientists, particularly Isaac Newton, dominates mentions, while others such as Nikola Tesla appear underrepresented. Direct mentions decline at higher academic levels, with indirect references (e.g., named laws)...
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Matteo Tuveri (University of Cagliari)09/07/2026, 14:10Cognitive science research (COGN)Oral presentation
Effective physics problem solving requires integrating conceptual, mathematical, and representational resources beyond procedural computation. Existing epistemological problem framing models account for shifts between conceptual and algorithmic reasoning but treat semiotic processes implicitly. We propose the Semiotic Problem Framing (SPF) framework, which extends the two-dimensional model...
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Andreja Šarlah09/07/2026, 14:30Informal and non-formal learning (INF)Oral presentation
In Slovenia, (extra)curricular activities for students interested in physics predominantly emphasize traditional problem solving, while participation in activities involving open experimental problems remains limited. To address this gap, we organized a university-based physics school employing epistemologically authentic, inquiry-oriented approaches. High school students worked in small...
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ELVIRA GUTIERREZ JIMENEZ (UPV/EHU)09/07/2026, 14:30Astronomy and Astrophysics education (ASTRO)Oral presentation
The total solar eclipses of 2026 and 2027 in Spain provide an opportunity to address astronomical phenomena in secondary education. This work presents the initial phase of a design-based research (DBR) study focused on the design of a teaching–learning sequence (TLS) on Moon phases and eclipses. Following an epistemological analysis and the identification of students’ learning difficulties, we...
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Eugenio Tufino (University of Modena and Reggio Emilia)09/07/2026, 14:30Artificial Intelligence (AI)Oral presentation
The rapid adoption of Large Multimodal Models (LMMs) in physics education demands robust assessment protocols and a critical perspective. To mitigate the risk of training data contamination inherent in established benchmarks, this study evaluates three LMMs (Gemini 3 Flash, Gemini 3 Pro, and ChatGPT-5.2) on the newly published Classical Relativity Concept Inventory (CRCI). By collecting 30...
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Angelos Sofianidis (Department of Primary Education, University of Western Macedonia, Greece)09/07/2026, 14:30Physics teacher education & Professional learning (TEACH)Oral presentation
This study investigates how an Inclusive Physics Didactics course influences prospective primary teachers’ self-efficacy in physics teaching, inquiry-based physics learning, and inclusive physics practices. Fifty prospective teachers participated voluntarily in the research. By combining inquiry-oriented physics instruction, UDL-informed inclusive design, and a practicum in authentic classroom...
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Marco Giliberti (Università degli Studi di Milano)09/07/2026, 14:30Quantum education (QUANT)Oral presentation
The Physics Education Research group at the University of Milan has developed a modular curriculum for quantum mechanics grounded in historical and cultural reconstruction. One module focuses on the concept of isotopes, tracing its emergence from Crookes’s early conjectures to the experimental and theoretical contributions of Rutherford, Soddy, Thomson, and Bohr. By integrating this historical...
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Giovanna Modugno, Valentina Bologna09/07/2026, 14:30Cognitive science research (COGN)Oral presentation
This research examines the role of mental habits and routines in learning. Many introductory Physics courses primarily employ problems that require Lower Order Thinking Skills. Promoting the use of non-traditional problems that activate Higher Order Thinking Skills and under-developed cognitive processes can be an effective way to promote mental flexibility. We analyse conversations between...
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Henk Swagten09/07/2026, 14:30Instructional strategies & Curricula (INSTR)Oral presentation
In this work, Student-Led Tutorials (SLT) are introduced in a first-year course of a bachelor program in Applied Physics. The design and process of introducing SLT within Electromagnetism is discussed, together with results from student feedback after running it for two consecutive years. Overall, the results are encouraging to promote structural embedding of guided peer teaching in physics...
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Caroline Wortmann10/07/2026, 09:00Interdisciplinary topics (INTER)Oral presentation
The mathematical demands in (Medical) Physics Bachelor’s degree programs in Germany constitute a significant obstacle and contribute to high dropout rates. An interconnected digital network that bridges school-level and academic mathematics aims to close the gap between upper secondary education and the first weeks of university study. The oral presentation outlines the structure of this...
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Péter Kosztyó (Eötvös Loránd University)10/07/2026, 09:00Artificial Intelligence (AI)Oral presentation
We benchmarked 13 leading LLMs on 985 Hungarian National Physics Exam questions, categorized by topic and four cognitive levels. Aggregate accuracy reached 89.3%, but a "complexity plateau" emerged in standard models, which struggled equally with quantitative and critical tasks. Notably, ChatGPT 5.2 Thinking exhibited "cognitive invariance" (V=0.03), maintaining near-perfect performance...
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Italo Testa (University Federico II Naples)10/07/2026, 09:00Identity and Belonging in physics (IDENT)Oral presentation
This study examines profiles of undergraduate students based on their Science-Technology-Engineering-Mathematics (STEM) identity, as defined by a multi-dimensional framework which includes perceived self-efficacy, interest, recognition and perception of the self as a STEM person. This study also investigates the role of the chosen disciplinary area and of students’ gender. A total of 1118...
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Matteo Onate Orozco (University of Insubria, Department of Science and High Technology)10/07/2026, 09:00Interdisciplinary topics (INTER)Oral presentation
In the context of Embodied Learning and STEAM Education, we present a PhD project that aims to develop new teaching techniques for physics topics using the expressive arts of contemporary circus, and particularly the art of clownerie. We developed a lesson-show and an interactive workshop on both expressive arts and physics, both devoted to the physics of metals for high school students. We...
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Mr Konstantinos Diamantis (AUTH)10/07/2026, 09:00Instructional strategies & Curricula (INSTR)Oral presentation
Digitally Enhanced Learning (DEL) is widely adopted across higher education disciplines, yet limited attention has been paid to learners' preparation and active participation when Digital Media (DM) are integrated into teaching. This study addresses a gap in the literature by examining students’ experiences of preparation, guidance, and teacher expectations in DEL environments. Drawing on data...
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Dominika Korcanova10/07/2026, 09:00Laboratory-based physics (LAB)Oral presentation
In inclusive education, everyone has equal opportunities while facing different struggles. The main aim of this didactic approach is to make everyone feel seen and be understood, no matter their relationship to physics, health or social status. This study is focused on using virtual laboratories in physics lessons and comparing their impact on students. Virtual laboratories can help students...
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Argyris Nipyrakis (University of Crete)10/07/2026, 09:20Interdisciplinary topics (INTER)Oral presentation
Theatre appears as a playful and engaging way that can revolutionise science instruction. This study explores the integration of theatre in preschool science teaching. It explores pre-service teachers’ (n=20) scenarios and dramatisations of science experiments which they developed for an undergraduate science education course. Multimodal discourse analysis of group dramatisations revealed that...
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Karl Henrik Fredly (University of Oslo)10/07/2026, 09:20Artificial Intelligence (AI)Oral presentation
Generative artificial intelligence (genAI) is becoming increasingly prevalent in physics education. How then does genAI affect students’ computational modeling? We interviewed 19 students who recently completed an open-ended computational assignment, asking them about their use of genAI. Based on a thematic analysis of these interviews, we found that genAI can aid in the planning,...
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Ellen Oldershaw10/07/2026, 09:20Identity and Belonging in physics (IDENT)Oral presentation
This work explores a large nine-year dataset comprising all Physics graduates from UK higher education institutions, modelling the awarding of First Class honours degrees. Sociodemographic factors present in the data allow the study of awarding gaps – unexplained differences in attainment between demographic groups. Hierarchical modelling is employed to account for nested structure in the...
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Alkinoos Ioannis Zourmpakis (University of Thessaly)10/07/2026, 09:20Instructional strategies & Curricula (INSTR)Oral presentation
This study investigates pre-service preschool teachers’ perceptions regarding the integration of Computational Thinking (CT) into physics education. Specifically, utilizing a quantitative approach with 82 participants, the research examines the critical gap between theoretical acceptance and practical readiness. The data indicate that while teachers recognise CT’s potential to enhance...
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Dr Lucia Gabelli (Università di Padova)10/07/2026, 09:20Laboratory-based physics (LAB)Oral presentation
This study examines the ToPLab (The Open Physics Laboratory) project, launched in 2024 at the University of Padua to move beyond traditional recipe-based physics laboratories. Grounded in Faculty Learning Communities (FLCs), ToPLab supports a shared process of change that combines methodological innovation with scientific and technical upgrading. By comparing two very different instructional...
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Mr Dariusz Aksamit (Warsaw University of Technology)10/07/2026, 09:20Interdisciplinary topics (INTER)Oral presentation
School-based research initiatives aim to mimic authentic scientific practice, yet their epistemic rigour varies considerably. This contribution presents a comparative reflection across four formats: primary-level research projects (School Closer to Science), a secondary-school citizen science project (AHS Radon Hunt), a national high school student research competition (AstroFarmer), and an...
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Nikolaos Toumanidis (Vocational High School of Nikiti, 63088, Nikiti of Chalkidiki, Greece)10/07/2026, 09:40Laboratory-based physics (LAB)Oral presentation
In this paper, we describe an Educational Scenario for the assessment and mitigation of noise levels in classrooms using tools. Given that noise pollution affects the learning process in many ways, it is essential for students - future teachers to understand the problem, to determine its extent using systems that will be designed and implemented by them, as well as to take measures to limit...
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Yossi Ben Zion (Department of Physics, Bar-Ilan University, Ramat-Gan 52900, Israel)10/07/2026, 09:40Artificial Intelligence (AI)Oral presentation
The emergence of GenAI tools marks a fundamental shift in how students seek and engage with physics explanations. In this study, we examine large-scale changes in information-seeking practices by analyzing longitudinal Google Trends data and Wikipedia page views for core topics in introductory physics across more than 20 countries (2022–2025). We find a substantial global decline in...
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Dr Kyriaki Anagnostopoulou (Hellenic Open University), Dr Sofia Kelesidou (Hellenic Open University)10/07/2026, 09:40Identity and Belonging in physics (IDENT)Oral presentation
Despite the growing global demand for professionals in Science, Technology, Engineering, and Mathematics (STEM), gender disparities continue to influence participation and career pathways in these fields. This review examines research on gender-emotion stereotypes in STEM and their relationship with educational and career choices from early childhood to emerging adulthood. Drawing on 74...
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Enrico Chiosini (Universidade de São Paulo)10/07/2026, 09:40Interdisciplinary topics (INTER)Oral presentation
This study examines curricular practices that may support interdisciplinarity in Physics teacher education. Pedagogical Course Projects from seventeen Brazilian programs—Indigenous Intercultural and self-declared interdisciplinary degrees—are analyzed using Fogarty’s models of curricular integration. The results indicate integrative intentions expressed through thematic axes, curricular...
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Marzia Garzetti (University of Applied Sciences and Arts of Southern Switzerland (SUPSI)), Francesca Telesio (Università degli Studi di Genova)10/07/2026, 09:40Interplay of mathematics and physics (MATH)Oral presentation
Miming physics is an embodied approach in which students enact a physical phenomenon through pre-designed instructions to make otherwise imperceptible variables and relations visible. The case concerns measuring the speed of sound with two acoustic stopwatches: a clap starts both timers and a second sound stops them; the difference between measured times (C1, C2) yields the propagation time....
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Mr Phillip Gerald Schoßau10/07/2026, 09:40Interdisciplinary topics (INTER)Oral presentation
Online teacher professional development (OTPD) is expanding, yet evidence on its effectiveness for experiment-related topics – and on differences between synchronous and hybrid (flipped) formats – remains limited. We report a longitudinal field study with 80 secondary physics teachers in a four-month OTPD program on measurement uncertainty (MU). Motivation (four 6pt.-Likert scales), content...
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Nicolas Labrosse10/07/2026, 10:00Other research in Physics Education (OTHER)Oral presentation
We present our report published by the Institute of Physics investigating the landscape of physics higher education research in UK and Ireland. This contribution presents the research project’s context, methodology, findings, and recommendations. The report concludes that without meaningful and sustained investment, the Physics Higher Education Research in UK and Ireland, despite its rich...
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Kerstin Lindmaier (Johannes Kepler Universität Linz)10/07/2026, 10:00Instructional strategies & Curricula (INSTR)Oral presentation
Abstract. In response to a curriculum reform, digital, analog and hybrid teaching materials for 7th grade students (aged 13) were developed through multiple design-based research cycles. The materials comprised an approximately 20-hour teaching sequence and were supported by a teacher’s guide. Teachers implemented the materials in one of three conditions—digital, analog, or hybrid. The...
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Giulia Polverini (Uppsala University)10/07/2026, 10:00Artificial Intelligence (AI)Oral presentation
Chain-of-thought (CoT) approach was found to be useful for improving the performance of AI on physics tasks, because it enables the models to write out a step-by-step reasoning process. As CoT became the default mode of operation, performance improved significantly, often reaching expert-like level. Vision-heavy tasks, which have long been shown to be problematic, also benefit to some degree...
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Dr Wolfgang Aschauer10/07/2026, 10:00Other research in Physics Education (OTHER)Oral presentation
Students' misconceptions strongly hinder conceptual understanding in physics. This also includes the particulate nature of matter or, in optics, the visibility and colour perception of objects. This study investigates the effectiveness of LIVE ACTs — a type of analogy role-play — in enhancing conceptual learning in these two fields. Therefore, an intervention study was conducted with six...
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Filippa Dalesjo (University of Copenhagen (DK))10/07/2026, 10:00Identity and Belonging in physics (IDENT)Oral presentation
Physics lacks diversity which limits the innovation and progress in the field. Research suggests minorities and women lack a sense of belonging in the field which hinders them from pursuing a physics career. This research focuses on how a sense of belonging can be fostered in physics teaching situations working through the lens of embodiment and embodied cognition. This presentation presents...
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Beril Yılmaz Senem10/07/2026, 10:00Laboratory-based physics (LAB)Oral presentation
The study explores the physics of spinning tops through an open-ended experiment. Conducted with twelve preservice science teachers, it aimed to analyse their design process regarding variables affecting rotation duration and stability. The research emphasized student autonomy, which led to goal-oriented exploration, observation-based iterations, and engineering reasoning that enhanced their...
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