9+ open-access research outputs.
"So what do you do? I mean, what do you actually do?" This is one of the most common questions one theoretical physicist receives from her students, and is representative of a common curiosity among aโฆ
Since 2016 the group known as `The Big Bang Collective' has brought High Energy Physics outreach to music and culture festivals across Europe, successfully engaging with and inspiring audiences who maโฆ
We have developed a Java-based teaching tool, "Appreciating Hubble at Hyper-speed" ($\textit{AHaH}$), intended for use by students and instructors in beginning astronomy and cosmology courses, which wโฆ
Reform movements in science education, such as inquiry-based instruction, have been heavily influenced by constructivist learning theories (National Research Council, 2000). These learning theories plโฆ
To measure oscillation of a simple pendulum was probably a first idea coming to mind after appearance of smartphones with small but powerful acceleration sensors~: Simply attach the telephone to a plaโฆ
We perform analytical and experimental investigation of the vertical motion of Dipterocarpus alatus seed, locally called Yang-na in Thailand. In this work, we assume the drag forces exerting on the Yaโฆ
eduLab (MOE, 2012b) is a key programme under the third MasterPlan for ICT in Education (mp3) where teachers with good ideas for an ICT-enhanced lesson or curriculum (learning with computer models throโฆ
Cosmology education has become an integral part of modern physics courses. Directed by National Curricula, major UK examination boards have developed syllabi that contain explicit statements about theโฆ
The model of the Big Bang is an integral part of the national curriculum for England. Previous work (e.g. Baxter 1989) has shown that pupils often come into education with many and varied prior misconโฆ
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