Research and Innovation in Physics Education: Two Sides of the Same Coin

Introduction.- 1- Experiments as building blocks of knowledge. Gorazd Planinsic.- 2- Active learning methods and strategies to improve student conceptual understanding: some considerations from Physics Education Research. Claudio Fazio.- 3- Primary, Secondary and University pre-service teacher Education in physics. Marisa Michelini.- 4- Primary, Secondary and University Pre-service Physics Teacher Education - What scientific education is relevant for becoming a physics teacher in a technological world? . Knut Neumann.- 5- Concerns about relevant Physics Education in a Technological world: An overview of GIREP participants' questions. M. Gabriela Lorenzo.- 6- Didactical reconstructions in knowledge organization and consolidation in physics teacher education. Terhi Mäntylä.- 7- Examining students reasoning in physics through the lens of the Dual Process Theories of Reasoning: The context of forces and Newton's laws. Mila Kryjevskaia and Nathaniel Grosz.- 8- Critiquing explanations in physics: Obstacles and pedagogical decisions among beginning teachers. Laurence Viennot and Nicolas Decamp.- 9- Design tools as a way to explicitly connect research insights with design decision for teaching learning sequences. Jenaro Guisasola, Kristina Zuza, Jaume Ametller and Mikel Sagastibeltza.- 10- Results of a Design-Based-Research study to improve students' understanding of simple electric circuits. Jan-Philipp Burde & Thomas Wilhelm.- 11- Teaching particle-wave duality with double slit single photon interference in Dutch secondary schools. Ed van den Berg, Aernout van Rossum, Jeroen Grijsen, Henk Pol, Jan van der Veen.- 12- Eye-movement study of mechanics problem solving using multimodal options. Jouni Viiri, Jasmin Kilpeläinen, Martina Kekule, Eizo Ohno and Jarkko Hautala.- 13- Derivatives, integrals and vectors in introductory mechanics: the development of a multi-representation test for university students. Marta Carli, Stefania Lippiello, Ornella Pantano, Mario Perona and

Jenaro Guisasola is an Assistant Professor of Physics and Physics Education at the University of the Basque Country (UPV/EHU), Spain. He holds a B.S. in Physics and an M.S. in Theoretical Physics from the University of Barcelona, as well as a Ph.D. in Applied Physics from the University of the Basque Country. His research interests focus on two related paths: first, teaching and learning conceptual physics at high school and university degree levels, and second, the use of history and philosophy of science as tools to help organize teaching and learning in the science curriculum. Over the last five years, he has been pursuing research on educational materials.Kristina Zuza is a Lecturer in the Faculty of Engineering - Gipuzkoa, Applied Physics Department, University of the Basque Country (UPV/EHU). She holds a master's degree in Astrophysics (University of La Laguna) and a Ph.D. in Physics Education (UPV/EHU). Her research focuses on physics education in introductory physics andhigh school courses, particularly the production of research-based teaching materials. She is also involved in secondary school in-service and pre-service teacher training.