A recently proposed perspective on physics education, 'Initiation to Science' (ITS), views learning physics as an initiation into the ways scientific knowledge is constructed, tested, justified and legitimized. Prompted by this perspective, this paper offers a brief reflection on a new and pressing challenge: the widespread availability and increasing use of generative AI (specifically large language models, LLMs). While ITS demands students' active engagement in conceptual struggle and reconstruction, learners’ welldocumented tendency to regulate effort in relation to perceived costs and benefits may draw them toward frictionless routes to task completion. The central concern is that LLMs can provide fluent, apparently authoritative outputs that may be factually and procedurally adequate, allowing students to complete tasks without engaging in the epistemic work those tasks are intended to elicit. Rather than prescribing definitive solutions, the manuscript seeks to stimulate discussion among physics teachers and the wider physics education community. It outlines three broad dimensions for teacher professional practice—epistemological competence, epistemic-preserving task design, and aligned assessment. The claim is not that these dimensions are entirely new, but that their effective implementation is now critical for the practical viability of ITS in the age of LLMs.
Quantum superposition is one of the most challenging concepts in introductory quantum physics. This paper proposes a simple “blended cat” classroom demonstration designed to support the teaching of quantum superposition. The model consists of a double-sided rotating plate displaying two mutually exclusive states. When spun, the images appear visually blended; when stopped, a single state is observed. The demonstration is not intended as a physical representation of a quantum system but as a conceptual tool to initiate discussion about the meaning of superposition and measurement. Through guided questioning, students are encouraged to reflect on what it means for a system to be in a superposed state and how measurement determines observable outcomes. The activity provides an accessible and engaging entry point for introducing quantum superposition in secondary and introductory university physics courses.
This study investigates Vietnamese undergraduate students’ conceptual difficulties in learning the Schrödinger equation and the wave function [Formula: see text], and examines whether a flipped–interactive teaching model can help reduce such difficulties. A mixed-method design was used with a total of 128 students enrolled in an introductory quantum physics course. Two comparable classes were formed: Class A followed a traditional lecture-based approach, while Class B received a flipped–interactive intervention that combined pre-class materials, in-class conceptual discussions, simulations, and guided reflection. Conceptual understanding was measured across four core topics: (i) physical meaning of the wave function [Formula: see text], (ii) distinction between eigenstate and eigenvalue, (iii) superposition and interference, and (iv) measurement and probability. Quantitative results show a moderate normalized gain for the traditional group (Class A, [Formula: see text]) and a substantial gain for the flipped group (Class B, [Formula: see text], [Formula: see text]). An additional extended survey ([Formula: see text]) confirmed that the most persistent conceptual difficulties included treating [Formula: see text] as a classical mechanical oscillation, interpreting [Formula: see text] as a mere algebraic square rather than a probability density, and misreading superposition as “being in two places at once.” Based on these findings, the paper proposes the notion of a Cognitive Quantum Condition (CQC) to provide a descriptive framework for interpreting the observed shift in reasoning from classical–deterministic reasoning toward quantum–probabilistic reasoning. This transition is illustrated through everyday metaphors previously observed in classroom interaction (e.g. six-faced dice for classical probability, the vector-sum view of “[Formula: see text]” or “[Formula: see text],” and the idea that quantum reasoning becomes more salient when the learner’s “cognitive distance” is compressed, used here as a pedagogical analogy rather than a literal physical claim). The study contributes an adaptation of the international Physics Education Research (PER) framework to the Vietnamese context and offers a model to design future quantum mechanics instruction that targets conceptual change rather than procedural problem solving.
The Hanle effect is a foundational experimental method in spintronics, yet its conceptual interpretation often presents persistent challenges in advanced physics instruction. Although students can reproduce the Lorentzian dependence of spin polarization on transverse magnetic field strength, many struggle to connect this mathematical form to the underlying physical mechanisms of Larmor precession, phase dispersion, and ensemble dephasing. This disconnect between formal representation and causal reasoning limits coherent understanding of spin dynamics in upper-level undergraduate and graduate courses on magnetic semiconductors. This study introduces a structured Polling–Visualization–Reflection (PVR) instructional cycle designed to support conceptual restructuring of the Hanle effect. The approach integrates anonymous prediction-based polling, guided visualization of spin precession in a transverse magnetic field, and structured reflective articulation within a single lesson sequence. Implemented in an 80-min advanced spintronics session, the model explicitly targets representational translation between time-domain spin dynamics and field-domain depolarization curves. Classroom implementation results indicate clearer differentiation between spin relaxation and dephasing mechanisms, improved interpretation of Hanle curve width in relation to spin lifetime, and consistently high levels of student engagement. The instructional design requires minimal technological infrastructure and is adaptable to upper-level undergraduate and graduate physics contexts. These findings suggest that carefully structured interactive cycles can enhance conceptual coherence in abstract physics topics and provide a transferable instructional framework for aligning contemporary spintronics research concepts with classroom practice.
This study examines the relationship between two learning outcomes in a Physics 1 course at a Vietnamese engineering university: problem-solving performance and laboratory experimentation performance. Score data from 241 first-year students in Mechanical and Electrical Engineering were analyzed using descriptive and nonparametric statistical methods. The results indicate a positive but weak association between the two outcomes, suggesting that theoretical and experimental competencies are related yet not strongly coupled. Median-based grouping reveals the coexistence of a well-performing group, groups with imbalanced strengths between theory and practice, and a group experiencing difficulties in both outcomes. From a Kolb experiential learning perspective, the findings highlight the need for more integrated instructional designs that better connect abstraction in lectures with data-based reflection and interpretation in laboratory activities, thereby enhancing outcome-based training quality.
The first observations and findings about magnets and the magnetic field date back centuries. In the past hundreds of years, many scientists have carried out several studies and experiments to explain and formulate the relationship between electricity and the magnetic field, as well as to understand the magnetic field and its characteristics. As a result of these studies, many devices that are used in daily life have been produced. Nowadays, strong magnets are readily available to students and teachers, which has increased their popularity in educational activities and experiments. Also, the little games played with magnets have allowed further exploration of their properties. In this study, the interaction between two cylindrical magnets with different dimensions has been analyzed using the ANSYS Maxwell program, based on an observation that can be called an experiment. It is thought that the results of this analysis will be useful in teaching the magnetic field characteristics (especially the poles) of magnets and the force that magnets apply to each other. In addition, it is thought that the experiment carried out in this study can be used to attract attention in science fairs and the magnetism unit of physics lessons. Furthermore, the underlying physical mechanism responsible for the attractive interaction between identical magnets has been interpreted in terms of Permeance Coefficient ([Formula: see text]), Localized Demagnetization (LD) and magnetic flux distributions. It is considered that these explanations may contribute to a more conceptual understanding of magnetism in physics education and may also serve as an effective demonstration material for classroom activities and science fairs.
This paper reports on a workshop which examined practical methods used in Scottish physics classrooms to teach speed, velocity, and acceleration in the National 5 certificated course. The data collected from the participants ([Formula: see text]) consisted of field notes taken during testing and evaluation, and researcher summaries of discussions. Results indicate there is no option which could be considered the best or ideal equipment for all speed and acceleration practical work. However, there is a consistent view that practical work is essential when teaching these concepts, and developing students’ understanding of the measurements and calculations made by electronic timing systems is crucial. Participants identified barriers to the implementation of experimental work as a reduction in technical support, equipment availability and quality, and budgetary concerns. Recommendations include gathering views from students and technicians, and data on the impact of practical work on academic performance.
This study explores the development of teaching aids designed to enhance students’ scientific literacy, with a focus on the topic of light refraction. The teaching aids incorporate two types of waveguide modules: one with variations in core structure and another with variations in core refractive index. The study employed a research and development (R&D) approach using a 3D model. This study employed a quasi-experimental design using a pretest–posttest control group model, involving both an experimental class and a control class to compare the effectiveness of the developed teaching aid. The developed apparatus is intended for use in senior high schools (SMA) and vocational high schools (SMK) with a focus on engineering and applied physics. It serves as an interactive and contextual learning medium to help students understand both basic and advanced optics concepts (such as refraction, refractive index, and total internal reflection) in an engaging and meaningful way. Feasibility testing indicated that the teaching aids are suitable for use in educational settings, with an expert validity score averaging 87.5% and a small-scale feasibility score averaging 83.5%. The statistical analysis revealed a significant difference between the experimental and control groups, with the experimental group achieving higher post-test scores. The large effect size (partial [Formula: see text]) for the learning group and very large effect (partial [Formula: see text]) for test type indicate that the integration of the waveguide effectively enhanced students’ conceptual understanding and learning outcomes. In conclusion, the developed teaching aids offer a viable solution for improving students’ scientific literacy skills in the context of light refraction.
The distinction between the sidereal year and the tropical year, and the role of Earth’s axial precession in producing this difference, represents a foundational element of celestial mechanics. Yet these concepts are rarely addressed in secondary physics education, leaving students with limited conceptual grounding in astronomical timekeeping. This study investigates higher secondary students’ baseline understanding of these ideas and evaluates the extent of conceptual change following a targeted instructional intervention. Three groups of Grades 11 and 12 students participated: two classroom-based cohorts completed both a pre-instruction awareness survey and a post-instruction conceptual assessment, while a third online cohort completed the same surveys remotely using Google Forms. Pre-survey results reveal exceptionally low awareness of key astronomical constructs, including the sidereal year, the tropical year, axial precession, and equinox drift, indicating the absence of meaningful prior conceptual frameworks rather than the presence of misconceptions. Following a concise instructional session supported by a custom-animated visualization that depicted orbital geometry and precessional motion, significant improvements were observed in students’ ability to explain the physical basis for the differing lengths of the year and the associated observational phenomena. Nonetheless, tasks requiring hypothetical or counterfactual reasoning about precession remained challenging, suggesting limitations in the depth of short-term conceptual restructuring. The findings suggest that instruction supported by dynamic visualization is associated with improved conceptual understanding. However, due to the absence of a control condition without visualization, the specific contribution of the simulation cannot be isolated.
In Fraunhofer diffraction studies, Lycopodium spores are widely used because they form clear and stable diffraction rings under laser illumination, despite their non-ideal shape and random spatial distribution. However, the physical origin of this robustness is rarely discussed explicitly in teaching contexts. In this work, we present a set of numerical simulations developed for educational use to explain the formation of these diffraction patterns. Lycopodium spores are modeled as smooth, weakly elliptical particles and compared with ideal circular disks and strongly irregular (angular) fragments. Both single-particle and ensemble configurations are analyzed using a Fourier-based implementation of the Fraunhofer approximation. The simulations show that the characteristic ring structure is primarily determined by particle size and is preserved by two key factors: smooth boundary geometry and orientation averaging in random ensembles, which restores radial symmetry in the far-field intensity distribution. In contrast, strong boundary irregularity suppresses the visibility of diffraction rings. The proposed approach provides a clear physical interpretation of a classical demonstration experiment and can be directly implemented in undergraduate teaching through interactive simulations, helping students connect ideal diffraction theory with realistic particulate systems.
The International High School Teacher Programme (HST2025) at CERN provided educators with a unique opportunity to engage directly with frontier research in particle physics. More than a professional enrichment activity, the experience offers significant pedagogical benefits for students, enabling teachers to translate complex topics into engaging, accurate and accessible learning experiences. This paper reflects on how participation in the programme enhances classroom practice, connects high school physics to real-world research and inspires students to view themselves as part of the global scientific community.
Research findings showed that students are allegedly weak in processing visual information and understanding concepts from mathematical physics problems, including the gamma function problems. The solution offered is to utilize the Wolfram Alpha application. This research was conducted on second-year Physics Education study program students using a pre-experiment one-group pre-test–post-test research design. The test instrument used four visual thinking indicators and was classified as having a good level of reliability. Furthermore, the t-test results demonstrated a statistically significant difference between the pre-test and post-test scores, suggesting that Wolfram Alpha had a beneficial impact on students’ visual thinking abilities. This work also emphasizes the role of innovative digital tools in supporting quality education, as aligned with the Sustainable Development Goals (SDG 4).
We present an example in which the rotational motion of a disk is analyzed using deep-learning-based image analysis on a smartphone, as an application of artificial intelligence (AI) technologies in physics laboratory classes designed for general education, with the aim of promoting active, inquiry-based learning that fosters scientific literacy. We were able to automatically estimate the time-dependent rotation angle with fewer misdetections than those obtained using conventional image analysis methods. Deep-learning-based image analysis enables students to easily quantify data from physics experiments using videos recorded with handheld cameras, without the need for any particular setup, specialized equipment, or dedicated software. This approach can be applied to various physics experiments in introductory university courses and has the potential to make experiments more accessible, especially for students in non-STEM majors.
This paper presents a pedagogical approach developed within the Liceo Matematico (LM) project at the University of Salerno, focusing on an interdisciplinary lesson for final-year high school students. Drawing on principles of constructivist learning and inquiry-based teaching, we address a common student misconception that arises from the traditional textbook’s depiction of distance in a static universe, versus the reality of cosmic expansion. Specifically, we present a structured method for introducing and differentiating between key cosmological distance concepts: proper distance, luminosity distance, angular diameter distance, and light-travel distance. This approach is grounded in the pedagogical principle of leveraging student-initiated questions as a starting point for deeper learning. By modeling these distances as mathematical functions, we aim to clarify counterintuitive phenomena, such as the behavior of distance over time in an expanding universe. This lesson helps students better grasp fundamental cosmological concepts like redshift and the observable universe, illustrating how mathematics can be a powerful tool for modeling complex physical realities. To our knowledge, no previous high-school level activity has explicitly combined the formal study of mathematical functions with the exploration of cosmological distance measures, making this approach a novel contribution to the existing educational literature.
This paper presents a didactic exploration of fundamental nuclear physics principles through the analysis of a radioactive decay problem. Using the decay of Actinium-227 into Radium-223 as a case study, we examine the application of conservation laws, the characteristics of decay modes, and effective pedagogical strategies for teaching nuclear reactions. The analysis demonstrates how such problems can enhance the understanding of atomic structure, nuclear stability, and reaction mechanisms.
