Teaching and Learning in Physics: An Inquiry-Based Perspective
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (1 December 2023) | Viewed by 1668
Special Issue Editor
Special Issue Information
Dear Colleagues,
- The Special Issue introduction includes the background and the importance of this research area.
An inquiry-based approached to physics education is widely regarded as a curriculum goal in school science worldwide (Ramnarain, 2016). In "A Framework for K-12 Science Education" for the United States, it is emphasised that students should experience inquiry-based practices and not merely learn about them (National Research Council of the National Academies, 2012). The importance that has been attached to inquiry-based physics education has meant that much research has been pursued on this topic in an effort to inform on the outcomes of an inquiry-based approach to teaching and learning, the extent of implementation, factors enabling and inhibiting inquiry, and teacher and learner perceptions of inquiry. This Special Issue provides a forum for research on an inquiry-based approach to physics education at the school level.
- The aim and scope of the Special Issue shall be highlighted.
We invite empirically based studies in physics education that relate, for example, to students’ and teachers’ perceptions and understandings of inquiry, classroom studies on the enactment of inquiry, learning outcomes of an inquiry-based approach to physics teaching, innovative approaches to inquiry-based teaching and so on.
- Suggested themes shall be listed.
- Inquiry-based approach to physics education.
Prof. Dr. Umesh Ramnarain
Guest Editor
Manuscript Submission Information
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Keywords
- physics education
- inquiry-based science education
- school science
- science teaching
- science learning
