Has published extensively in research journals and has delivered many invited Paul is a member of the InstituteĪnd a Chartered Physicist, and is a member of the Higher Education Academy. In a course in Heritage Studies currently being developed by the Open Research interests in archaeological and heritage science, and his advisory role Has strong cross-disciplinary interests and abilities as exemplified by his Although Paul’s background is in fundamental science, he Means of delivering practical skills via distance learning, and innovative means His primary role here is the development, evaluation and dissemination of new Physics Innovations Centre for Excellence in Teaching and Learning ( p CETL). Physics and Astronomy at the Open University as a key member of the HEFCE-funded Recognised Paul’s abilities and innovation through the 2007 Faculty of ScienceĪward for Innovations in Teaching and Learning.
Massive improvement in retention and ability amongst undergraduates, which fed
Keen interest in the development and acquisition of practical skills amongstīy developing a skills-based introductory laboratory course, which resulted in a He encouraged innovative approaches to teaching and learning amongst colleaguesĪnd led by example through the development and evaluation of technologicalĪpproaches to course content delivery. As Senior Lecturer in Experimental Physics and Director of Undergraduate Paul Hatherly graduated in physics at the University of Reading ,Īnd began a research career in the experimental investigation of molecules inĮxtreme environments using high energy synchrotron radiation and ultra-intense Her interests include teacher development, research,Ĭurriculum development, educational policy and promoting women in Physics.ĭ4 The Virtual Laboratory and Interactive Screen Science Foundation Programme at the Universityĭisadvantaged backgrounds), Academic Vice-Rector of aįor maths and science teachers, Professor of Science Education at the UniversityĪnd now runs her own consultancy, Andromeda Science Education. South Africa in 1990 she has been coordinator of the South Africa and a PhD in Physics Education at the University of Washington The results of his studies were implemented in a special physics textbook of "Optics in Cultural Approach" (three parts) for high schools.Ĭ3 Disciplinary Knowledge from a Pedagogical Point of Viewĭiane Grayson did an MSc in Plasma Physics at the He is currently Professor in Science Education and the Head of the Science Education Department and Science Teaching Center at the Hebrew University of Jerusalem. The latter brought him to issues of the history and philosophy of science, as necessary contents of physics curricula of cultural orientation. His interests included misconceptions and conceptual knowledge of physics, the structure of the knowledge of physics and of physics itself, for its representation in teaching, the scientific culture. Since his post doctorate in the Center of Science Education in 1988-89 at San Diego State University ( California) his area of research shifted to physics education. His area of research was many-body problems in solid state theoretical physics.
He has published in journals such as Investigación en la Escuela, Enseñanza de lasĬiencias and Didáctica de las Ciencias Experimentales y SocialeĬ2 History of Physics as a Tool for Teaching Igal Galili started his training as a physicist in Russia and graduated in the Hebrew University of Jerusalem, Israel. Relationships from Technology Education point of view. Is focused on the analysis of Science-Technology-Society-Environment The public dissertation is scheduled for the end of 2008. At present he is performing his doctoral thesis at the These brief biographical sketches, furnished by theĪuthors, are arranged in alphabetical orderĪ3 Overcoming the Oblivion of Technology in PhysicsĬARLOS FERREIRA-GAUCHÍA is a high school science and