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Reach for the Stars: Enhancing Pedagogy and Technology in Physics...
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Reach for the Stars: Enhancing Pedagogy and Technology in Physics and Astronomy Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 September 2025) | Viewed by 5326

Special Issue Editor

Prof. Dr. Alison Voice

E-Mail Website
Guest Editor
School of Physics and Astronomy, University of Leeds, Leeds LS2 9JT, UK
Interests: active learning techniques; competences in physics; student belonging and engagement; language and cultural factors for supporting physics learning with international students

Special Issue Information

Dear Colleagues,

With the increasing prevalence of AI and other new technologies and reflecting on what we have learned about pedagogy during the pandemic, the time is ripe to gather our collective experience and excitement for the future education of students in Physics and Astronomy. 

In this Special Issue focussing on Physics and Astronomy education we invite original research articles and reviews pertaining to all aspects of student education in these disciplines. This encompasses novel modes of delivery and engagement to aid students in their understanding of complex theories and concepts; development of experimental, investigation and observational skills; use of modelling, coding and simulations; assessment in the age of AI; support and inclusion of minorities; and development of career aspirations to suit our diverse student populations. This list is not exhaustive, and any aspect related to Physics and Astronomy education is very welcome. In terms of minorities, those of particular relevance to Physics and Astronomy are women and neurodivergent students, and novel ways to support and build confidence in these students are particularly welcome.   

This is an exciting opportunity to share our research studies and findings across the international community, to inspire a truly modern curriculum to meet the technological challenges of such rapidly changing times.

Prof. Dr. Alison Voice
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • student engagement in learning
  • laboratory and observational skills
  • modelling and coding
  • technology-enhanced pedagogy
  • assessment in the age of AI
  • minorities and equality

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Published Papers (6 papers)

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Research

34 pages, 2489 KB  
Article
When Support Hides Progress: Insights from a Physics Tutorial on Solving Laplace’s Equation Using Separation of Variables in Cartesian Coordinates
by Jaya Shivangani Kashyap, Robert Devaty and Chandralekha Singh
Educ. Sci. 2025, 15(10), 1345; https://doi.org/10.3390/educsci15101345 - 10 Oct 2025
Viewed by 142
Abstract
The electrostatic potential in certain types of boundary value problems can be found by solving Laplace’s Equation (LE). It is important for students to develop the ability to recognize the utility of LE and apply the method to solve physics problems. To develop [...] Read more.
The electrostatic potential in certain types of boundary value problems can be found by solving Laplace’s Equation (LE). It is important for students to develop the ability to recognize the utility of LE and apply the method to solve physics problems. To develop students’ problem-solving skills for solving problems that can be solved effectively using Laplace’s equation in an upper-level electricity and magnetism course, we developed and validated a tutorial focused on finding electrostatic potential in a Cartesian coordinate system. The tutorial was implemented across three instructors’ classes, accompanied by scaffolded pretest (after traditional lecture) and posttest (after the tutorial). We also conducted think-aloud interviews with advanced students using both unscaffolded and scaffolded versions of the pretest and posttest. Findings reveal common student difficulties that were included in the tutorial as a guide to help address them. The difference in the performance of students from the pretest after lecture to the posttest after the tutorial was similar on the scaffolded version of the tests (in which the problems posed were broken into sub-problems) for all three instructors’ classes and interviewed students. Equally importantly, interviewed students demonstrated greater differences in scores from the pretest and posttest on the unscaffolded versions in which the problems were not broken into sub-problems, suggesting that the scaffolded version of the tests may have obscured evidence of actual learning from the tutorial. While a scaffolded test is typically intended to guide students through complex reasoning by breaking a problem into sub-problems and offering structured support, it can limit opportunities to demonstrate independent problem-solving and evidence of learning from the tutorial. Additionally, one instructor’s class underperformed relative to others even on the pretest. This instructor had mentioned that the tests and tutorial were not relevant to their current course syllabus and offered a small amount of extra credit for attempting to help education researchers, highlighting how this type of instructor framing of instructional tasks can negatively impact student engagement and performance. Overall, in addition to identifying student difficulties and demonstrating how the tutorial addresses them, this study reveals two unanticipated but critical insights: first, breaking problems into sub-parts can obscure evidence of students’ ability to independently solve problems, and second, instructor framing can significantly influence student engagement and performance. Full article
(This article belongs to the Special Issue Reach for the Stars: Enhancing Pedagogy and Technology in Physics and Astronomy Education)
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36 pages, 2675 KB  
Article
A Framework for Understanding the Impact of Integrating Conceptual and Quantitative Reasoning in a Quantum Optics Tutorial on Students’ Conceptual Understanding
by Paul D. Justice, Emily Marshman and Chandralekha Singh
Educ. Sci. 2025, 15(10), 1314; https://doi.org/10.3390/educsci15101314 - 3 Oct 2025
Viewed by 271
Abstract
We investigated the impact of incorporating quantitative reasoning for deeper sense-making in a Quantum Interactive Learning Tutorial (QuILT) on students’ conceptual performance using a framework emphasizing integration of conceptual and quantitative aspects of quantum optics. In this investigation, we compared two versions of [...] Read more.
We investigated the impact of incorporating quantitative reasoning for deeper sense-making in a Quantum Interactive Learning Tutorial (QuILT) on students’ conceptual performance using a framework emphasizing integration of conceptual and quantitative aspects of quantum optics. In this investigation, we compared two versions of the QuILT that were developed and validated to help students learn various aspects of quantum optics using a Mach Zehnder Interferometer with single photons and polarizers. One version of the QuILT is entirely conceptual while the other version integrates quantitative and conceptual reasoning (hybrid version). Performance on conceptual questions of upper-level undergraduate and graduate students who engaged with the hybrid QuILT was compared with that of those who utilized the conceptual QuILT emphasizing the same concepts. Both versions of the QuILT focus on the same concepts, use a scaffolded approach to learning, and take advantage of research on students’ difficulties in learning these challenging concepts as well as a cognitive task analysis from an expert perspective as a guide. The hybrid and conceptual QuILTs were used in courses for upper-level undergraduates or first-year physics graduate students in several consecutive years at the same university. The same conceptual pre-test and post-test were administered after traditional lecture-based instruction in relevant concepts and after student engaged with the QuILT, respectively. We find that the post-test performance of physics graduate students who utilized the hybrid QuILT on conceptual questions, on average, was better than those who utilized the conceptual QuILT. For undergraduates, the results showed differences for different classes. One possible interpretation of these findings that is consistent with our framework is that integrating conceptual and quantitative aspects of physics in research-based tools and pedagogies should be commensurate with students’ prior knowledge of physics and mathematics involved so that students do not experience cognitive overload while engaging with such learning tools and have appropriate opportunities for metacognition, deeper sense-making, and knowledge organization. In the undergraduate course in which many students did not derive added benefit from the integration of conceptual and quantitative aspects, their pre-test performance suggests that the traditional lecture-based instruction may not have sufficiently provided a “first coat” to help students avoid cognitive overload when engaging with the hybrid QuILT. These findings suggest that different groups of students can benefit from a research-based learning tool that integrates conceptual and quantitative aspects if cognitive overload while learning is prevented either due to students’ high mathematical facility or due to their reasonable conceptual facility before engaging with the learning tool. Full article
(This article belongs to the Special Issue Reach for the Stars: Enhancing Pedagogy and Technology in Physics and Astronomy Education)
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16 pages, 2002 KB  
Article
“Stars Falling to Earth”—Mental Models of Comets and Meteors
by Malte S. Ubben, Fabian Hochhaus and Alexander Pusch
Educ. Sci. 2025, 15(9), 1091; https://doi.org/10.3390/educsci15091091 - 23 Aug 2025
Viewed by 477
Abstract
The present study examines students’ conceptions of comets and meteors using qualitative research methods. A total of 35 semi-structured interviews were conducted with students in grades 7 and 9 in Germany, aiming to gain a richer understanding of how learners conceptualize these phenomena. [...] Read more.
The present study examines students’ conceptions of comets and meteors using qualitative research methods. A total of 35 semi-structured interviews were conducted with students in grades 7 and 9 in Germany, aiming to gain a richer understanding of how learners conceptualize these phenomena. We identified and categorized distinct mental models related to both the appearance (gestalt) and function of comets and meteors, which are reported in detail in this article. Ideas about meteors tend to align with scientific explanations, whereas answers about comets vary widely and often lack a basic understanding. Based on our data, we recommend that educational approaches begin with a clear introduction to physical properties to establish a solid foundation of knowledge. Both aspects of the gestalt and functionality of comets and meteors should be considered and emphasized in the teaching and learning process. Full article
(This article belongs to the Special Issue Reach for the Stars: Enhancing Pedagogy and Technology in Physics and Astronomy Education)
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25 pages, 2404 KB  
Article
Prompting Better Feedback: A Study of Custom GPT for Formative Assessment in Undergraduate Physics
by Ellie Mills, Arin Mizouri and Alex Peach
Educ. Sci. 2025, 15(8), 1058; https://doi.org/10.3390/educsci15081058 - 19 Aug 2025
Viewed by 1377
Abstract
This study explores the use of a custom generative AI (GenAI) tool, built using a prompt-engineered instance of ChatGPT, to provide formative feedback on first-year undergraduate physics lab reports. A preliminary survey of 110 students identified writing style as an area of low [...] Read more.
This study explores the use of a custom generative AI (GenAI) tool, built using a prompt-engineered instance of ChatGPT, to provide formative feedback on first-year undergraduate physics lab reports. A preliminary survey of 110 students identified writing style as an area of low confidence and highlighted strong demand for more actionable, detailed feedback. Students expressed greater comfort with GenAI in formative contexts, particularly when used alongside human assessors. The tool was refined through iterative prompt engineering and supported by a curated knowledge base to ensure accuracy, clarity, and pedagogical alignment. A mixed-methods evaluation with 15 students found that the feedback was useful, actionable, and clearly written, with particular praise for the suggested improvements and rewritten exemplars. Some concerns were raised about occasional inaccuracies, but students valued the tool’s structure, consistency, speed, and potential for interactive follow-up. These findings demonstrate that, when carefully designed and moderated, GenAI can serve as a valuable, scalable support tool within the broader formative assessment cycle for long-form scientific writing. The tool’s flexibility, clarity, and responsiveness highlight its value as a supportive resource, especially as generative AI technologies continue to evolve in educational contexts. Full article
(This article belongs to the Special Issue Reach for the Stars: Enhancing Pedagogy and Technology in Physics and Astronomy Education)
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17 pages, 601 KB  
Article
“It’s Like a Nice Atmosphere”—Understanding Physics Students’ Experiences of a Flipped Classroom Through the Lens of Transactional Distance Theory
by Anna K. Wood
Educ. Sci. 2025, 15(7), 921; https://doi.org/10.3390/educsci15070921 - 18 Jul 2025
Viewed by 928
Abstract
In this paper, physics students’ experiences of a flipped, active learning physics class are explored through the lens of transactional distance theory (TDT). Transactional distance (TD) is the psychological and communicative distance that may arise between students and their teacher in learning environments [...] Read more.
In this paper, physics students’ experiences of a flipped, active learning physics class are explored through the lens of transactional distance theory (TDT). Transactional distance (TD) is the psychological and communicative distance that may arise between students and their teacher in learning environments such as large classes. TD has been shown to have a negative impact on students’ satisfaction, engagement, and learning outcomes, yet there is lack of research on how pedagogical approaches, such as the flipped classroom and active learning, may ameliorate the impacts of TD. In this paper, I use a qualitative methodology to gain an in-depth understanding of the ways in which a flipped class can impact the experience of transactional distance for first year physics students. Eleven students took part in semi-structured interviews about their experience of the class, from which three themes were developed: (a) creating connections; (b) stimulating engagement; and (c) supporting responsiveness. These themes are interpreted through the lens of TDT to understand the ways in which the flipped class and active learning pedagogics reduced students’ experience of TD. This gives new insights into students’ experiences of small group discussions, pre-class quizzes, and in-class ‘clicker’ questions. The implications for the pedagogical design of flipped classes will be discussed. Full article
(This article belongs to the Special Issue Reach for the Stars: Enhancing Pedagogy and Technology in Physics and Astronomy Education)
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15 pages, 451 KB  
Article
An Intervention Addressing Impostor Phenomenon in Undergraduate Physics and Astronomy
by Ewan Bottomley, Paula J. Miles, Antje Kohnle, Vivienne Wild and Kenneth I. Mavor
Educ. Sci. 2025, 15(4), 498; https://doi.org/10.3390/educsci15040498 - 16 Apr 2025
Viewed by 1182
Abstract
The experience of the impostor phenomenon, when a person doubts themselves and believes that they are underqualified and do not belong in a position as a result, can be a challenge for undergraduate physics students. In a small-scale interview study, we found that [...] Read more.
The experience of the impostor phenomenon, when a person doubts themselves and believes that they are underqualified and do not belong in a position as a result, can be a challenge for undergraduate physics students. In a small-scale interview study, we found that the impostor phenomenon was frequently reported by physics undergraduates. On this basis, we developed an intervention to target the impostor phenomenon. The intervention had three phases. In the first phase, we introduced key concepts to students, giving them labels for their experiences. In the second phase, we gave students passages which depicted stories of higher-level students who had experienced the impostor phenomenon. We prompted conversation between students on the passages to normalize the discussion around the impostor phenomenon. Finally, in the third phase we asked students to reflect on what advice they would give future students who struggled with the impostor phenomenon. This was to encourage students to think about their own strategies when it comes to dealing with the impostor phenomenon. The intervention was run in class with 279 undergraduate students. The evaluation of the intervention via follow-up interviews was positive. The students spoke about the need for such an intervention and suggested adaptations. This intervention could be a step towards promoting a culture in educational settings where impostor feelings can be discussed openly. Full article
(This article belongs to the Special Issue Reach for the Stars: Enhancing Pedagogy and Technology in Physics and Astronomy Education)
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