Focus and Scope

1. Physics Learning: Conceptual Understanding.

Theories, models, and empirical results on conceptual understanding, conceptual change and development of competences; strategies to promote conceptual development.

2. Physics Learning: Contexts, Characteristics and Interactions

Learning environments; teacher-student and student-student interactions; and factors related to and/or affecting learning.

3. Physics Teaching: Characteristics and Strategies

Research-based intervention and its role for curriculum planning; instructional paths and learning outcomes; design of teaching interventions; pedagogical content knowledge; and relations between teaching practices and students’ cognitive, psychomotor, and affective development.

4. Digital Resources for Science Teaching and Learning

Design, evaluation and characterization of resources and environments for teaching/learning physics: ICT and TEL in physics education; online learning environments; simulation and modelling tools; virtual laboratories; self-regulation, reflection and collaboration in digital learning environments.

5. History, Philosophy, and Nature of Science

The implications of nature of science, its history, philosophy, and epistemology for physics education; the significance of models and modelling for physics education; the importance of using metaphors, analogy, visualization, simulations, and animations in physics.

6. Discourse and Argumentation in Physics Education

Discourse analysis; understanding, supporting and promoting use of evidence and argumentation discourse in physics education; scientific practices related to knowledge evaluation and communication; and meaning making in physics classrooms.

7. Scientific Literacy and Socio-scientific Issues

Teaching about scientific literacy; physics and citizenship education; physics and media education; information literacy; debates on socio-scientific issues (SSI); social dimension of science and techno-scientific practices; public engagement in physics, students’ and teachers’ engagement in socio-scientific issues.

8. Evaluation and Assessment of Student Learning and Development

Development, validation and use of standardized tests, achievement tests, and instruments for measuring attitudes, interests, beliefs, self-efficacy, science process skills, conceptual understandings, etc.; authentic assessment, formative assessment, summative assessment; approaches to assessment; monitoring student learning and implications for teaching physics.

9. Pre-service and In-Service Physics Teacher Education

Professional knowledge of teachers; instructional methods in pre-service teacher education; issues related to pre-service teacher education reform; methods, innovation and reform in professional development; evaluation of professional development practices; and action research.

10. Physics textbook analysis

Analysis of physics textbooks in school and university.