Inquiring about students' learning and their difficulties understanding the concepts and models of physics is a familiar challenge in physics education research. Researchers have developed various methodologies, such as phenomenography, to address it. Phenomenography is an empirical approach to determining how people experience and understand…

Protocol-guided teaching is a student-centered instructional model in which the teacher creates the learning protocol prior to the lesson in order to direct students toward active and autonomous learning. A well-structured learning protocol is essential for the effective application of this instructional paradigm. This article evaluates the…

Recently, Gauthier introduced a method to construct solutions to the equations of motion associated with oscillating systems into the mathematics education research literature. In particular, Gauthier's approach involved certain manipulations of the differential equations; and drew on the theory of complex variables.Motivated by the work of…

This article deals with science content "in the making" and in particular the role of the body in producing scientific phenomena. While accounts of scientists' work have repeatedly demonstrated, how producing phenomena requires immense amounts of time and effort, involving tinkering and manual labor, this is a little empirically studied…

Conventional learning guidance systems are typically automated machines for creating teaching materials: quizzes, exercises, examinations etc. In the future, systems will also offer ease of use, attention to sociality, ability to adapt to the pupil's needs and skill levels, and time savings. Ease-of-use and adaptation can be sought using systems…

This paper explores an inhuman reading of 'hands' with/in visual images of a Finnish literacy lesson. Inspired by Karen Barad's agential realism and the ontological turn, we disrupt a metaphysics of presence, the temporality of progress and binary logic, to reconfigure the child in literacy practices as a sympoietic phenomenon, always already…

In response to the authors, I demonstrate how threshold concepts offer a means to both contextualise teaching and learning of quantum physics and help transform students into the culture of physics, and as a way to identify particularly troublesome concepts within quantum physics. By drawing parallels from my own doctoral research in another area…

We argue, based on a multi-year collaboration to develop a pedagogy course for physics majors by experts in physics, education, and the science of learning, that the process of teaching science majors about education and the science of learning, and evidence-based teaching methods in particular, requires conceptual change analogous to that…

This article shifts from the formal learning spaces of school and university to an Australian public swimming pool to playfully engage some of the dilemmas that recent theory poses for curriculum studies. The article enacts multiple diffractions (Barad, 2007) as theory becomes swimming and swimming becomes theory, and ideas and movements are…

In literature, several processes have been suggested to describe conceptual changes being undertaken. However, a few parts of studies analyse in great detail which students' learning processes are involved in physics classes during teaching, and how they are used. Following a socio-constructivist approach using tools coming from discourse…

This study aimed to investigate the models that co-existed in students' cognitive structure to explain the interactions between electric charges and uniform magnetic fields. The sample consisted of 129 first-year civil engineering, geology and geophysics students from a large state university in western Turkey. The students answered five…

In physics, the borderline between pure science and technology is increasingly diffuse. Physics can be seen as technoscience, a merged scientific and technological enterprise. The notion of technoscience has emerged from studies in the philosophy of science and sociology of science, and also seems to arise quite naturally in discussions with…

Research on student learning in physics has tended to focus largely on an individual perspective on learning. This can be contrasted with a sociocultural perspective which focuses on the social and linguistic dimensions of learning. As an exemplar of this perspective, this paper uses Gee's notions of 'little d' discourse and 'big D' Discourse as a…

Teaching and learning are time-dependant processes. It can be hypothesised that the content coherence during a teaching sequence is an important factor of learning. In this perspective, it is of great interest to follow the occurrences of a notion and the development of its meanings in the classroom discourse, all along the various sessions of a…

In this paper, we analyse learning dynamics in the context of physics group work of the kind increasingly found in engineering education. We apply a phenomenographic perspective on learning, seeing the notion of variation as the basic mechanism of learning. Empirically, we base our analysis on data from first year engineering students discussing…