Collect good practices in teaching/learning physics

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We are writing on behalf of those that are responsible for WG3 of the EU Project HOPE. They have assigned us the task to collect good practices in teaching / learning physics in physics degree: the innovation able to improve teaching/learning physics. A similar message was sent out in June and July 2015 and we were happy to receive several responses. We are most grateful to all that already have sent in their contribution. However, we think that there are more examples of good practices among our partner universities and therefore this request is now sent a second time.


Goals of WG3

As you know the WG3 goals are Improvements in Physics Teaching; 

Meeting Future Global Challenges in Physics Higher Education: To improve the effectiveness and attractiveness of physics teaching in Europe's university physics departments to help ensure their competitiveness in the global student market. This will be pursued through actions including

(a) a survey of third country students in physics departments and strategies to attract them,

(b) a study of the impact of ERASMUS MUNDUS programmes in physics

(c) an investigation into the use of innovative methods in physics teaching in a global context,

(d) a study of the application of the results of research into physics education, and weaknesses in current methodologies.


The goal of this message is to collect data for points (c) and (d).


Examples of interesting information

We are interested both in innovations related to the content, which includes organization, supporting materials, supporting activities, strategies and methods, exercises, laboratory work, problem solving or approaches, as well as in examples of implementation of physics education research, monitoring learning activities, interdisciplinary aspects or unusual teaching /learning activities.

Of course we consider relevant implementation process, the added value of the experience, evidence of the role in learning process and student outcomes, sustainability. We ask you in particular to send information on: a) why was the new teaching method introduced?,

b) was it your own initiative to introduce it?,

c) was it the result of policy from the university hierarchy?,

d) how easy was it to introduce it in your department, i.e. were there any barriers?,

e) has it been disseminated within your department?,

f) are there any rewards to encourage such initiatives?, and so on.


We enclose a form with some guiding questions that we ask you to fill in. You might not have information on all the questions but fill in everything that feels relevant for you. Could you please send information on your good experience before June 30th to one of us:







We hope that you have many good experiences to share with us

Marisa, Sonia, Sune and Fernando


Nadine Witkowski