Open AccessDifferent approaches to helping students develop conceptual understanding in university physics
Author(s) -
Thomas Kelly,
Michael Thees,
Sebastian Kapp,
Jochen Kühn,
Paul Lukowicz,
Norbert Wehn,
Mieke De Cock,
Paul van Kampen,
Jenaro Guisasola,
Leoš Dvořák,
CD Walton,
G Randerson,
C Eling,
Kristina Zuza
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1929/1/012001
Subject(s) - set (abstract data type) , closing (real estate) , conceptual framework , mathematics education , physics education , engineering ethics , psychology , sociology , computer science , engineering , political science , social science , law , programming language
A symposium organized by the GTG PERU-Physics education Research at University In this article we present a summary of initiatives that have been undertaken by a subset of the European Physics Education community to try to help students develop conceptual understanding. The contributions to this article represent a broad spectrum of ideas and research strategies that range from innovative teaching methods, to empirical applied psychology studies. Future physics professionals: scientists, teachers, engineers, analysts etc. are a diverse set of people and therefore the methods used to help them improve their understanding should be wide ranging. However, common themes emerge that we suggest as teaching implications namely: that more attention should be paid to how we develop students’ ability to reason; how building self-confidence can be hugely beneficial to closing knowledge gaps and how the split-attention effect acts to limit students’ working memory.