Canadian Journal of Science, Mathematics, and Technology Education

Teaching-Learning Contemporary Physics: From Research to Practice

--Manuscript Draft--

Manuscript Number: CSMT-D-22-00077

Full Title: Teaching-Learning Contemporary Physics: From Research to Practice

Article Type: Commentary

Funding Information: Lembaga Pengelola Dana Pendidikan Miss Sri Wahyuni

(20200811203604)

Abstract: Teaching-Learning Contemporary Physics: From Research to Practice covers

innovative approaches and pedagogical strategies for teaching Quantum physics (QP)
and addresses the development of effective methods for integrating multimedia,
creative experiments in the laboratory, and the use of interactive web-based operations
into the teaching or teaching/learning of Quantum physics. This edited volume includes
successful experimental and theoretical studies of QP teaching, which the expert or
teacher can then adopt or modify the concept into practice in context. Without a doubt,
the book is recommended for professional readers including high school teachers,
stakeholders, instructional designers, and researchers to explore the content and
resources of the book to promote better teaching/learning of QP.

Corresponding Author: Sri Wahyuni

Universitas Pendidikan Indonesia
INDONESIA

Corresponding Author Secondary

Information:

Corresponding Author's Institution: Universitas Pendidikan Indonesia

Corresponding Author's Secondary

Institution:

First Author: Sri Wahyuni

First Author Secondary Information:

Order of Authors: Sri Wahyuni

Andreas Suparman

Windy Kasmita

Order of Authors Secondary Information:

Author Comments: This submission is a book review manuscript.

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Cover Letter

Cover Letter of Book Review

Sri Wahyuni, Andreas Suparman, Windy Kasmita

Universitas Pendidikan Indonesia

Jl. Dr. Setiabudi No. 229, Kelurahan Isola, Kecamatan Sukasari, Kota Bandung 4015, Indonesia.

19 April 2022

Dear Dr. Doug McDougall, OCT, B.Math., B.Ed., M.Ed., Ed.D.

We wish to submit an original book review entitled “Teaching-Learning Contemporary Physics: From
Research to Practice” for consideration by Canadian Journal of Science, Mathematics, and Technology
Education.

We confirm that this work is original and has not been published elsewhere, nor is it currently under
consideration for publication elsewhere.

We reviewed this book because it covers innovative approaches and pedagogical strategies for teaching
Quantum physics (QP) and addresses the development of effective methods for integrating multimedia,
creative experiments in the laboratory, and the use of interactive web-based operations into the teaching
or teaching/learning of Quantum physics.

We are postgraduate physics education students (Sri Wahyuni and Andreas Suparman) and a master of
science education (Windy Kasmita) as well as teachers who are close to learning physics activities and
have a greater concern for students' learning needs, so we are suitable to review this book.

Dealing with the relation with the authors of the book, we do not have any special relation with them.

We believe that this manuscript of book review is appropriate for publication by Canadian Journal of
Science, Mathematics, and Technology Education because it reflects the journal major focus in science,
mathematics and technology education. Furthermore, this book review is ideal for professional readers
including high school teachers, stakeholders, instructional designers, and researchers to explore the
content and resources of the book to promote better teaching/learning of Quantum physics.

We have no conflicts of interest to disclose.

Please address all correspondence concerning this manuscript to yunnisw@upi.edu

Thank you for your consideration of this manuscript.

Sincerely,

Sri Wahyuni, Andreas Suparman, Windy Kasmita

Title page (include authors names, contact details and affiliations,
not disclosed to reviewers)

Teaching-Learning Contemporary Physics: From Research to Practice

First Author Details (Corresponding Author)

Sri Wahyuni
Universitas Pendidikan Indonesia
yunnisw@upi.edu
https://orcid.org/0000-0002-0454-0640
Sri Wahyuni is a postgraduate student of Physics Education at Graduate School of Universitas
Pendidikan Indonesia based in Bandung, Indonesia. Her graduate studies are fully funded by
Lembaga Pengelolaan Dana Pendidikan (LPDP/the Indonesia Education Endowment Fund for
Education) under the Ministry of Finance of the Republic of Indonesia. Her research interests
include materials teaching development, physics education, and Science, Technology,
Engineering, and Mathematics (STEM).

Second Author Details

Andreas Suparman
Universitas Pendidikan Indonesia
andy-suparman@upi.edu
https://orcid.org/0000-0001-8922-8340
Andreas Suparman is a postgraduate student of Physics Education at Graduate School of
Universitas Pendidikan Indonesia based in Bandung, Indonesia. Her graduate studies are fully
funded by Lembaga Pengelolaan Dana Pendidikan (LPDP/the Indonesia Education Endowment
Fund for Education) under the Ministry of Finance of the Republic of Indonesia. His research
interests include high order thinking skills, 21th century skills, Science, Technology, Engineering,
and Mathematics (STEM), and Blended Learning.

Third Author Details

Windy Kasmita
Universitas Pendidikan Indonesia
windykasmita@upi.edu
https://orcid.org/0000-0002-6297-827X
Windy Kasmita is a master of science education who graduated from Universitas Pendidikan
Indonesia based in Bandung, Indonesia. Her graduate studies are fully funded by Lembaga
Pengelolaan Dana Pendidikan (LPDP/the Indonesia Education Endowment Fund for Education)
under the Ministry of Finance of the Republic of Indonesia. Her research interests include
education, Science, Technology, Engineering, and Mathematics (STEM), and development
material teaching.

Acknowledgments

The authors would like to express their deepest gratitude to Lembaga Pengelolaan Dana
Pendidikan (LPDP/Indonesia Endowment Fund for Education) under the Ministry of Finance of
the Republic of Indonesia as the sponsor for their master’s studies, and the support of this
publication. We thank our mentor, Fikri Yanda, Frida Akmalia, and Yunita Laila Zulfa from
Universitas Pendidikan Indonesia for mentoring and editing the manuscript.

The authors declare that they have no conflict of interest

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6 Teaching-Learning Contemporary Physics: From Research to Practice
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8 Abstract Teaching-Learning Contemporary Physics: From Research to Practice covers
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10 innovative approaches and pedagogical strategies for teaching Quantum physics (QP) and
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12 addresses the development of effective methods for integrating multimedia, creative experiments
13
14 in the laboratory, and the use of interactive web-based operations into the teaching or
15 teaching/learning of Quantum physics. This edited volume includes successful experimental and
16
17 theoretical studies of QP teaching, which the expert or teacher can then adopt or modify the
18
19 concept into practice in context. Without a doubt, the book is recommended for professional
20
21 readers including high school teachers, stakeholders, instructional designers, and researchers to
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23 explore the content and resources of the book to promote better teaching/learning of QP.
24
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26 Keywords Quantum Physics (QP) High School Innovative Approach Active Learning
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28 Innovation in learning
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31 The discovery of the quantum behavior of the microscopic world and the discovery of the structure
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and behavior of space-time are impactful in the world of science since they lead the development
34 of quantum physics and the theory of relativity. However, despite the significant importance of
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36 these physics theories, their introduction into public education is lagging, and there is also still a
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38 lack of resources available. To tackle the issues, The International Research Group on Physics
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40 Teaching has established a Community on Teaching/Learning Quantum Physics, which its
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42 researches are selectively presented in this book.
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44 With this in mind, “Teaching-Learning Contemporary Physics: From Research to Practice” is one
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46 of the book series from “Challenges in Physics Education”. The edited book fulfills the demand
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48 of physics teachers on generating more beneficial teaching tools such as advanced technology in
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50 labs and classes and developing reliable diagnostic tools in terms of teaching-learning QP (Akarsu,
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2011). It also equips the professional readers with current and innovative approaches and
53 pedagogical strategies for teaching QP.
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56 The edited book is organized into five parts. The first part comprises five chapters, which give a
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58 broad overview of the different aspects and approaches to teaching quantum phenomena at
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different educational levels. The next part contains two papers dealing with Eötvös and the
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4 equivalence principle into two chapters. The following part exposes Experimentation, the Impact
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6 of PER, and Assessment in the physics teaching/learning process. The fourth part presents the
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8 Activity-Based Physics Group which is best known for some physics active learning curricular
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10 developments including Real-Time Physics, Interactive Lecture Demonstrations, and Workshop
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12 Physics. The last part provides some Innovation projects which are the driving force behind the
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advancement of almost every field of society.
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16 In the first chapter, “Approaches on T/L Quantum Physics from PER Literature”, Marisa Michelini
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18 and Alberto Stefanel conducted an extensive research bibliography to explore the basic contents
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20 of the organized Quantum Mechanics on a disciplinary level for education. The chapter answers
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the fundamental question of QM namely, which content must be proposed, which didactic
23 approach and strategies must be adopted, and which level of formalization is possible to include,
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25 focusing on the historical approach; formal structural approach; and conceptual. Then, the results
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27 of Italian PER group research on teaching/learning QM in high school could be referenced for
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29 teachers and students in Teaching and learning QM.
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31 In the following chapter, “Quantum Cryptography as an Approach for Teaching Quantum Physics”
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33 by Gesche Pospiech, and “Milq—Quantum Physics in Secondary School” by Rainer Müller and
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35 Oxana Mishina, the authors search for and test the appropriate approach for teaching-learning QP.
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37 It was found that incorporating quantum cryptography into a teaching-learning sequence on
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39 quantum physics based on a two-state system is working and fulfilling its goal of imparting the
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basic quantum notions. Along with this, the other chapter also indicates positive result by
42 formulating 4 reasoning tools to facilitate qualitative discussion, allow students to predict quantum
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44 mechanical effects, and help to avoid learning difficulties. Both approaches proved that they could
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46 be adapted by teacher for promoting QP in the class.
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Pospiech, Merzel, Zuccarini, Weissman, Katz, Galili, Santi, and Michelini, authors of chapter four
50 “The Role of Mathematics in Teaching Quantum Physics at High School”, presented how the
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52 visualization of the Dirac formalism could contribute to a deeper understanding of the central
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54 concepts of QP, and two teaching/learning proposals (TLP) for high school students based on the
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56 Dirac notation. They pointed out both approaches could improve student understanding of topics
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58 rooted in math and indicate the significant success of the students in understanding, interpreting
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and implementing the basic concepts of QP. Moreover, in chapter 5, “Introduction of
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4 Contemporary Physics to Pre-university Education”, Pavlin, Stefanel, Lindenau, Kobel, Horvat,
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6 Wiener, Schmeling, Borowski, Sokołowska, and Cepic elaborated the modes and means for the
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8 introduction of contemporary physics to pre-university level education. The result of the
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10 investigation was four steps to conduct the successful implementation of contemporary topics into
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12 the physics curriculum.
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14 In chapters six and seven, the authors came out with the memory of Baron Roland Eötvös, an
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16 outstanding figure in the experimental exploration of the gravitational interaction and “the
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18 founding father” of applied geophysics. They depicted his contribution to the development of the
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20 modern Hungarian schooling and higher education system; most importantly, the foundation of an
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innovative institution of teacher’s training did not lose its contemporary significance. The other
23 essay briefly depicts the history of the concept of weight–gravity and its impact on physics
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25 teaching in regular school classes. What makes the story particularly interesting is that the debate
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27 over the definition of weight in physics education is never closed and, in fact, divides the
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29 worldwide community of physics teachers into two groups: Newtonians and Einsteinians.
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31 Chapter eight, entitled “Experimentation in Physics Education: Should We Bother” by Sharma,
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33 explores student experiences of experimentation. It was focused on learning experiences of
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35 semester-long laboratory programs in the school and undergraduate experimental laboratories in
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37 Australian context. The author claims that students’ self-report on the ASELL Laboratory Program
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39 Evaluation (ALPE) on their experiences of graduate qualities in the laboratory program is
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reassuring. Moreover, in the following chapter, “Context and Transfer: How Physics Education
42 Research Informs Teaching and Learning” by Dean Zoolman. The Author argues that transfer
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44 within physics learning is equally important, especially the transfer of learning and how the
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46 transfer is related to context. Hence, both chapters confirm the professional reader should bring
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48 experiences of experimentation in the class and consider how to transfer the physics content.
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50 The next chapter, entitled “Teaching Thermal Phenomena and Irreversibility Through Playable
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52 Dice and Coin Toy Models” by Massimiliano Malgieri, Anna De Ambrosis, Monica Di Savino,
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54 and Pasquale Onorato presented the development and testing of a Teaching–Learning Sequence
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56 (TLS) based on a three-dimensional approach. The TLS Focuses on thermal phenomena and
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58 irreversibility for secondary school students, based on dice and coin toy models which are used
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both as hands-on game activity and computer simulations. The result shows that by Teaching–
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4 Learning Sequence (TLS) increase the engagement of all students, proposing diverse activities
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6 capable of “activating” students with different skills and interests, improving the laboratory and
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8 game sessions, expanding the dimension related to the discussion of historical controversies.
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11 “Measuring Scientific Reasoning Using the Lawson’s Classroom Test of Scientific Reasoning
12 (LCTSR)” by Maja Planinic, Ana Susac, Lana Ivanjek, Katarina Jelicic, Karolina Matejak Cvenic
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14 as chapter 11, address the effect of three scoring methods (separate, paired, and partial credit
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16 scoring) on the person ability measures obtained with the LCTSR. The analysis result showed all
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18 three scoring methods produced statistically indistinguishable results regarding person measures.
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20 However, different scoring methods impacted some other aspects of the test, primarily its length
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and targeting, which further affected reliability and standard errors of person measures. Related to
23 the founding, the author suggests that the LCTSR could be improved by adding more items to it
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25 and possibly combining two-tier question and reasoning pairs in one tier, which could eliminate
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27 scoring problems altogether.
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30 Chapter 12, entitled “A Community of Learners on Laboratory Work. Design and Implementation
31 of a Teacher Training Programme” by Marta Carli and Ornella Pantano describes the design and
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33 implementation of a professional development programme for high school teachers. The
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35 framework for designing the program was developed based on physics education research,
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37 adopting a learning community approach. This empirical study identified five features, the
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39 effectiveness of which was tested using multiple data sources. The results suggest that all the
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considered features contributed to a positive change in the use of practical work. The authors also
42 argue that action research and the learning community approach were the most decisive features.
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45 “A Study on Engineering Freshman Conceptual Understanding of Newtonian Mechanics” by
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47 Onofrio Rosario Battaglia and Claudio Fazio present the force concept inventory as a multiple-
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choice questionnaire to assess students’ conceptual understanding of Newtonian mechanics. This
50 empirical study show that a cluster analysis method can be used to study student answers to the
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52 force concept inventory to investigate their understanding of Newtonian mechanics. Such an
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54 analysis of student answers, it gave insights into the relationships between the students’ ideas about
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56 the force concept and their ability to correctly answer questions involving the first and second
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58 Newton’s. The author also highlights the implementation of learning approaches to Newtonian
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4 mechanics focuses on the relevant physics concepts, the understanding of student alternative
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6 conceptions, and of the forms of reasoning.
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9 In chapter fourteen, “Active Dissemination-Over Three Decades of Faculty Development in
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11 Active Learning” David R. Sokoloff outlines the content and characteristics of Real Time Physics
12 active learning curricular development programs, Interactive Lecture Demonstrations, Physics
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14 Workshops (e.g. the national short course Chautauqua and ALOP). The characteristics of these
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16 programs emphasize more on student activity-based teaching. The author reports that the success
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18 of these programs lies in the learning design features developed. It was supported by next chapter,
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20 “Strategies for Active Learning to Improve Student Learning and Attitudes Towards Physics”
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Fazio, Carpineti, Faletiˇc, Giliberti, Jones, Mcoughlin Planinšiˇc, & Battaglia report four
23 symposium results on active learning which promotes new approaches and methods. The authors
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25 state that the success of active learning depends on the individual's way of thinking in responding
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27 and giving feedback to the given stimulus.
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30 The following chapter, entitled “Max'sWorlds: An Innovative Project for K-6 Science Education”
31 by Federico Corni and Liliana Dozza focuses on a laboratory project in the form of the ErgoLand
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33 energy didactic briefcase. The suitcase contains material for student activities, teacher guides, and
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35 digital products to accompany the didactic pathway. Another innovation, “Problem-Based
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37 Informal Science: The Case of Double Exceptionality Students” Martha Lucia Orozco Gómez,
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39 Radu Bogdan Toma, and Maria Merino Revealing the results of the design, implementation and
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evaluation of the ETNOArt program in developing students' creativity. The data of this
42 experimental study were obtained using the CREA-C test, to measure valid and reliable creativity
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44 abilities.
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47 In the last two chapters, “3D-Printed Plasma Cathode Electron Source for Educational Purposes”,
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Fabian Bernstein, Sascha Schmeling, Thomas Wilhelm, and Julia Woithe developed a 3D-Printed
50 Plasma Cathode Electron Source with the aim of providing a tool that is modular, easy and
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52 accessible to teachers and students. The advantage of 3d-plasma cathode sources over cathode ray
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54 tubes (CRT) is that direct experiments can be performed on beam generation, technical focusing,
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56 and beam deflection in classrooms. In the last chapter, “The Gecko® Approach to Friction: A
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58 Novel Teaching Learning Sequence”, Cinzia Scorzoni, Guido Goldoni, and Valentina De Renzi
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reveal A Novel Teaching Learning Sequence that can be used in the gecko approach material.
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4 These four innovative projects can be used to support active learning in increasing understanding,
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6 activity, creativity and increasing students' awareness, and attitudes towards physics.
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9 The book succeeds in providing perspectives on effective concepts and practices regarding
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11 innovative approaches and pedagogical strategies, the development of effective methods to
12 integrate multimedia, innovative lab experiments, and the use of web-based interactive activity in
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14 teaching/learning contemporary physics. Even though the book is dominated by European authors
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16 and contexts (16 chapters), it also presents perspectives and contexts from other countries such as
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18 Australia, Israel, USA.
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20 The book is significantly advantageous for professionals, teachers, researchers, instructors, and
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22 curriculum developers to develop teaching/learning quantum physics in high school. It has more
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24 empirical studies (12 chapters) than conceptual (7 chapters). Hence, the professional or teacher
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26 may be able to emulate how to practice the concept in the context. However, the book still needs
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28 to include the study context in each article to find out where and to whom the research was
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30 conducted, such as in chapter 4, 7, and 8. Nevertheless, this book feeds the riders with a clear
31 foundation of solid theories and learning frameworks and deserves to be the main guide for
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33 professionals, developers, or teachers to develop teaching/learning quantum physics in high school
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36 Reference
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Akarsu, B. (2011). Instructional designs in quantum physics: A critical review of research. Asian
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40 Journal of Applied Sciences, 4(2), 112–118. https://doi.org/10.3923/ajaps.2011.112.118
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