Connecting research in physics education, curriculum decisions and teaching practices

TL;DR

This paper discusses how research in physics education informs curriculum decisions and teaching practices, emphasizing empirical analysis of various teaching aspects and their impact on student learning.

Contribution

It provides an empirical analysis linking physics education research to curriculum design and teaching strategies, highlighting innovative approaches and their effects.

Findings

Integration of engineering projects enhances learning

Students' conceptions influence learning outcomes

Data-driven analysis informs effective teaching practices

Abstract

In the symposium contributions we discuss research in physics education and the consequences of its results for physics teaching. The symposium presents four different aspects of physics teaching and learning, but all of them have research-based problem analysis in common. The problems analysed cover different aspects of the physics teaching-learning process. Innovative aspects such as the effect on learning of the integration of engineering projects in the science teaching process, the influence on the learning process of conceptions about science and attitudes, and aspects related to teaching contents and students' learning difficulties. Its conclusions are not merely intuitive proposals based on teaching experience, but on a careful planning of data collection, analysis of results and empirical basis