Physics Education Research (KUPER)

Advanced analytical tools for mixed methods research 

Bruun, J., Andersen, I. V. K., & Udby, L. (2021). Network Analysis of changes to an integrated science course curriculum over time. I O. Levrini, G. Tasquier, T. Amin, L. Branchetti, & M. Levrin (red.), Engaging with Contemporary Challenges through Science Education Research: Selected papers from the ESERA 2019 Conference (1 udg., s. 91-104). Springer. Contributions from Science Education Research Bind 9 https://doi.org/10.1007/978-3-030-74490-8_8

Bruun, J., & Andersen, I. V. K. (2017). Network maps of student work with physics, other sciences, and math in an integrated science course. arXiv.org: Physics Education, 1-4. [1708.01389 ]. https://arxiv.org/pdf/1708.01389 

Bruun, J. (2016). Networks as integrated in research methodologies in PER. I D. Jones, L. Ding, & A. Traxler (red.), 2016 PERC Proceedings (s. 11-17). [2] American Association of Physics Teachers. PERC Proceedings https://doi.org/10.1119/perc.2016.plenary.002 

Bruun, J., & Bearden, I. (2014). Time Development in the Early History of Social Networks: Link Stabilization, Group Dynamics, and Segregation. P L o S One, 9(11), [e112775]. https://doi.org/10.1371/journal.pone.0112775

Characterizing active learning environments in physics

Commeford, K., Brewe, E., & Traxler, A. (2022). Characterizing active learning environments in physics using latent profile analysis. Physical Review Physics Education Research, 18(1), 010113. https://doi.org/10.1103/PhysRevPhysEducRes.18.010113

Commeford, K., Brewe, E., & Traxler, A. (2021). Characterizing active learning environments in physics using network analysis and classroom observations. Physical Review Physics Education Research, 17(2), 020136. https://doi.org/10.1103/PhysRevPhysEducRes.17.020136

Traxler, A. L., Suda, T., Brewe, E., & Commeford, K. (2020). Network positions in active learning environments in physics. Physical Review Physics Education Research, 16(2), 020129. https://doi.org/10.1103/PhysRevPhysEducRes.16.020129

Educational implications of the interplay between physics and mathematics

A thematic issue of the journal Science & Education guest-edited by Ricardo Karam on this topic (Volume 24, Issues 5-6) can be found here.

Karam, R., Uhden, O. & Höttecke, D. (2019). The “Math as Prerequisite” Illusion: Historical Considerations and Implications for Physics Teaching. In: Mathematics in Physics Education. Pospiech, G., Michelini, M. & Eylon, B-S. (eds.). Springer, p. 37-52.

Karam, R., Krey, O. (2015). Quod erat demonstrandum: Understanding and explaining equations in physics teacher education. Science & Education, 24(6).

Karam, R. (2014). Framing the structural role of mathematics in physics lectures: A case study on electromagnetism. Phys. Rev. ST Phys. Educ. Res. 10, 010119.

Uhden*, O., Karam*,  R., Pietrocola,  M., Pospiech,  G. (2012). Modelling Mathematical  Reasoning  in Physics Education. Science & Education, 20(4), 485-506. * Both authors contributed equally.

Einsteinian physics education

Kersting, M., Henriksen, E. K., Bøe, M. V., & Angell, C. (2018). General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction. Physical Review Physics Education Research, 14(1), 010130. https://doi.org/10.1103/PhysRevPhysEducRes.14.010130

Kersting, M., Schrocker, G., & Papantoniou, S. (2021). ‘I loved exploring a new dimension of reality’ – a case study of middle-school girls encountering Einsteinian physics in the classroom. International Journal of Science Education, 1–21. https://doi.org/10.1080/09500693.2021.1950943

Kersting, M., & Blair, D. (2021). Teaching Einsteinian Physics in Schools: An Essential Guide for Teachers in Training and Practice (1st ed.). Routledge. https://doi.org/10.4324/9781003161721

Embodied cognition in physics education

Steier, R., & Kersting, M. (2019). Metaimagining and Embodied Conceptions of Spacetime. Cognition and Instruction, 37(2), 145–168. https://doi.org/10.1080/07370008.2019.1580711

Kersting, M., & Steier, R. (2018). Understanding curved spacetime—The role of the rubber sheet analogy in learning general relativity. Science & Education, 27(7), 593–623. https://doi.org/10.1007/s11191-018-9997-4

Kersting, M., Haglund, J., & Steier, R. (2021). A Growing Body of Knowledge: On Four Different Senses of Embodiment in Science Education. Science & Education. https://doi.org/10.1007/s11191-021-00232-z

Teaching formats and technology-enhanced physics education

Kersting, M., Steier, R., & Venville, G. (2021). Exploring participant engagement during an astrophysics virtual reality experience at a science festival. International Journal of Science Education, Part B, 11(1), 17–34. https://doi.org/10.1080/21548455.2020.1857458

Kersting, M. (2019). Free fall in curved spacetime—How to visualise gravity in general relativity. Physics Education, 54(3), 035008. https://dx.doi.org/10.1088/1361-6552/ab08f5

Steier, R., Kersting, M., & Silseth, K. (2019). Imagining with improvised representations in CSCL environments. International Journal of Computer-Supported Collaborative Learning, 14(1), 109–136. https://doi.org/10.1007/s11412-019-09295-1

Bruun, J., Andersen, I. V. K., Alavi, K., Harder, S., & Holm-Janas, V. (2022). Marsbasen: Eksempler på alibi for undersøgelser i fysik C i gymnasiet. I T. Hanghøj, M. Misfeldt, J. Bundsgaard, & V. Hetmar (red.), Håndbog i scenariedidaktik (1 udg., s. 285-298). Aarhus Universitetsforlag.

Madsen, L. M., Evans, R. H., & Bruun, J. (2020). Undersøgelsesbaseret undervisning: 6F modellen, dens tilblivelse og udvikling i Danmark. MONA - Matematik- og Naturfagsdidaktik, 1, 26-45. https://tidsskrift.dk/mona/issue/view/8561

Bruun, J., Ray, P. J., & Udby, L. (2019). Network analyses of student engagement with on-line textbook problems. arXiv preprint arXiv:1903.11390.

Overgaard, J. H., Bruun, J., May, M., & Udby, L. (2017). Virtual neutron scattering experiments: Training and preparing students for large-scale facility experiments. Læring og Medier (LOM), 9(16), 1-28.

Bruun, J., & Christiansen, F. V. (2016). Kinaesthetic activities in physics instruction: Image schematic justification and design based on didactic situations. NorDiNa: Nordic Studies in Science Education, 12(1), 56-72.

Using history of physics to teach physics

Karam, R., Lima, N. W. (2022). Using history of physics to teach physics? in Connecting Research in Physics Education with Teacher Education 3, Guisasola, J. & McLoughlin E. (eds), The International Commission on Physics Education, Dublin.

Lima, N., Karam, R. (2021). Particle velocity = group velocity: A common assumption in the different theories of Louis de Broglie and Erwin Schrödinger. American Journal of Physics, 89, 5, p. 521-528.

Karam, R. (2020). Schrödinger's original struggles with a complex wave function. American Journal of Physics, 88, 6, p. 433-438.

Karam, R. (2018). Fresnel’s original interpretation of complex numbers in 19th century optics. American Journal of Physics, 86, 4, p. 245-249.

Karam, R., Coimbra, D., Pietrocola, M.  (2014).  Comparing Teaching Approaches About Maxwell’s Displacement Current. Science & Education, 23(8).

Quantifying classroom interactions, formative assessment and competencies in physics education

Bruun, J., & Evans, R. H. (2020). Network analysis of survey data to identify non-homogeneous teacher self-efficacy development in using formative assessment strategies. Education Sciences, 10(3), 1-21. https://doi.org/10.3390/educsci10030054

Ellegaard, M., Damsgaard, L., Bruun, J., & Johannsen, B. F. (2018). Patterns in the form of formative feedback and student response. Assessment and Evaluation in Higher Education, 43(5), 727-744. https://doi.org/10.1080/02602938.2017.1403564

Dolin, J, Bruun, J, Nielsen, SS, Jensen, SB & Nieminen, P 2018, The Structured Assessment Dialogue. i J Dolin & R Evans (red), Transforming Assessment: Through an interplay between practice, research and policy. 1 udg, bind 4, Springer, Switzerland, Contributions from Science Education Research, bind 4, s. 109-140. https://doi.org/10.1007/978-3-319-63248-3_5