Fizikatanár-képzés

Research objective

The research group was established in September 2022 as part of the Research Programme for Public Education Development of the Hungarian Academy of Sciences (SZKF-7/2022). The research is focused on three major themes:

1. The objective of activity-based physics teaching is to enhance the knowledge acquired through activity-based practice, thereby facilitating knowledge retention and acquisition, as well as skill development. The following three sub-themes are explored:

  • Arduino-supported student experimentation: the objective was to develop competencies and attitudes through the    implementation of Arduino-supported student measurements and methodological aids, which were developed and tested.
  • Enhancing Physics Learning through a Learning Diary: Prior to the lesson, students complete a learning diary questionnaire, wherein they provide a brief overview of the preceding lesson's material, reflect on effective learning strategies and potential areas of difficulty, and record their thoughts on the subject matter.
  • Research Diary-Supported Student Research: This approach facilitates the development of project-based and inquiry-based learning in physics. Students engage in open-ended research tasks within a remote learning environment. Their work is overseen by educators and guided by a research diary template. The final product is a comprehensive research diary, which may be considered a preliminary thesis or a scientific publication.

2. Teaching physics using artificial intelligence. In this project, we will build and test a software with a large-scale experiment that can use machine learning to provide students with personalised development pathways while maximising the developmental impact. The innovative idea is that the machine provides practice tasks based on the results of an input competency and vocational test. It analyses the process and impact of practice and refines the developmental tasks. For many users, the algorithm sees through correlations, thus learning the ideal development process. Since the research team was formed, the topic has been expanded to include research into the use of ChatGPT, which is increasingly used in physical content.

3. The application of gamification in physics education in schools and universities. As a first step in our research, we are transforming introductory physics lessons in the BSc Physics into a flipped classroom and gamification. Our aim is to measure the impact on students, i.e. to measure students' knowledge of physics, competences and engagement.

Research plan


Research objective

The research group was established in September 2022 as part of the Research Programme for Public Education Development of the Hungarian Academy of Sciences (SZKF-7/2022). The research is focused on three major themes:

1. The objective of activity-based physics teaching is to enhance the knowledge acquired through activity-based practice, thereby facilitating knowledge retention and acquisition, as well as skill development. The following three sub-themes are explored:

  • Arduino-supported student experimentation: the objective was to develop competencies and attitudes through the    implementation of Arduino-supported student measurements and methodological aids, which were developed and tested.
  • Enhancing Physics Learning through a Learning Diary: Prior to the lesson, students complete a learning diary questionnaire, wherein they provide a brief overview of the preceding lesson's material, reflect on effective learning strategies and potential areas of difficulty, and record their thoughts on the subject matter.
  • Research Diary-Supported Student Research: This approach facilitates the development of project-based and inquiry-based learning in physics. Students engage in open-ended research tasks within a remote learning environment. Their work is overseen by educators and guided by a research diary template. The final product is a comprehensive research diary, which may be considered a preliminary thesis or a scientific publication.

2. Teaching physics using artificial intelligence. In this project, we will build and test a software with a large-scale experiment that can use machine learning to provide students with personalised development pathways while maximising the developmental impact. The innovative idea is that the machine provides practice tasks based on the results of an input competency and vocational test. It analyses the process and impact of practice and refines the developmental tasks. For many users, the algorithm sees through correlations, thus learning the ideal development process. Since the research team was formed, the topic has been expanded to include research into the use of ChatGPT, which is increasingly used in physical content.

3. The application of gamification in physics education in schools and universities. As a first step in our research, we are transforming introductory physics lessons in the BSc Physics into a flipped classroom and gamification. Our aim is to measure the impact on students, i.e. to measure students' knowledge of physics, competences and engagement.

Research plan