Physics Education And Gender

by Johan Meyer (Editor), Zach Simpson (Editor), Suné von Solms (Editor)
This book presents the case for Project-Based Learning within Socio-Technical Systems in Engineering Education. The book highlights the importance of projects as Socio-Technical Systems as a means for supporting and enhancing international accreditation of engineering programs

This book examines practice in the field as institutions struggled to face the worst global pandemic in the last century. The presents various perspectives from educators around the world to illustrate the struggles and triumphs of those facing new challenges and implementing new ideas to empower the educational process.

This book examines practice in the field as institutions struggled to face the worst global pandemic in the last century. This volume presents various perspectives from educators around the world to illustrate the struggles and triumphs of those facing new challenges and implementing new ideas to empower the educational process. The volume is organized into four sections on “The Perspectives of Higher Education”, “COVID as a Catalyst for Change”, “Embracing Online Learning as a Response to COVID”, and “Post Covid: The Way Forward”.

This report explores the nature and extent of students’ misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015.

This volume captures the essence of Science, Technology, Engineering and Mathematics and the intricacies of STEM education in the contemporary society. It explores STEM as an interdisciplinary field as well as the individual disciplines that make up STEM. This ensures the field of STEM as a whole is theorised.

A groundbreaking look at the science of learning—how it's transforming education and how we can use it to discover our true potential, as individuals and across society by a renowned MIT professor

Visuospatial processing is key to learn and perform professionally in the domains of health and natural sciences. As such, there is accumulating research showing the importance of visuospatial processing for education in diverse health sciences (e.g., medicine, anatomy, surgery) and in many natural sciences (e.g., biology, chemistry, physics, geology). In general, visuospatial processing is treated separately as (a) spatial ability and (b) working memory with visuospatial stimuli.

Cosmic rays, being relatively easy to detect using inexpensive equipment, offer an ideal outreach and educational tool. Two projects described in this issue – Polarquest2018 and Clean2Antartica, which stem from existing networks of cosmic-ray detectors installed on high-school rooftops in Italy and the Netherlands – are taking cosmic-ray experiments to polar latitudes for the benefit of science, education and the environment.