Info

Research area: Physics education
Group name: Physics Education Research and Development Group
Short name: Physics Education Group
Group leader: Ivica Aviani

The Physics Education Group at University of Split, Faculty of Science, Department of Physics, provides the basis for the advancement of physics education through research and practice. The group also examines general principles of quality assurance in education systems and the relevance of educational outcomes in society and participates in the development of the national curriculum and qualification frames. The group seeks to improve teaching of physics by introducing contemporary scientific knowledge, effective teaching methods and state-of-the-art technologies in all educational cycles – from preschool to university level. The group is responsible for education of future physics teachers as well as their practice in schools and is also involved in physics teachers training.

Resarch

Theme #1. Quality assurance in education systems and the relevance of educational outcomes in society (M. Dželalija)

Within the framework of the STIM-REI and other EU projects related to education, the various aspects of modern education systems and their relevance for individuals and societies have been analysed. Specifically, we are analysing and developing models of encouraging sustainable innovative entrepreneurship and a motivational component for creating a culture of entrepreneurship, lifelong learning and networking. The aim of the research includes development and establishment of a sustainable model of non-formal and informal learning for young researchers for the development of innovative research and entrepreneurial solutions. The analysis includes practices of various forms of learning and their key roles for individuals regarding their potentials at the labour market, further education or any other interests of individuals and the society. Furthermore, we are analysing effective competences achieved by various graduates and their relevance for various occupations in modern societies, and how to integrate all into the formal curricula and other forms of learning.

Project: The Center of Research Excellence for Science and Technology Integrating Mediterranean region (STIM-REI), Erasmus+ The European University of the Sees (SEE-EU)

Theme #2. Students’ conceptual understanding of microscopic models of matter (I. Aviani)

We develop objective instruments in a form of calibrated conceptual tests that measure effectiveness of the teaching methods with distractors based on students’ answers obtained through clinical interviews. Recent studies analyze reasons for misunderstanding the microscopic (atomistic) model of matter and investigate methods of teaching various macroscopic phenomena in liquids and gases through extensive application of appropriate microscopic mechanical models. We plan to provide similar investigations on conceptual understanding properties of solids.  To improve conceptual teaching, we plan to create tutorials for teaching molecular kinetic theory in the context of physical properties of different states of matter.

Project: Research on students’ conceptual understanding of microscopic models in thermodynamics and development of modern methodical tools (uniri-pr-prirod-19-5 project 2020-22).

Theme #3. Development of physics studies using the Croatian Qualifications Framework (A. Bilušić)

The purpose of the project is to modernize physics studies in the Republic of Croatia and to adapt them to the needs of the labor market with the application of the Croatian Qualifications Framework (CROQF). We plane to develop four occupational standards (physics engineer, computational physics graduate, environmental physics graduate, medical physicist) and three qualification standards (bachelor of physics, master of physics, master of research physics) in collaboration with employers.  We also plane to apply for enrollment of the developed standards in the CROQF registry and to adapt existing study programs to that standards, enabling continuous adjustments to the labor market needs.

Project: Development of Physics Studies using the Croatian Qualifications Framework – FizKO (ESF project 2019-2021)

Staff

Theme #1:

  • Dr. sc. Ivana Carev (KTF-Split);
  • Prof. John Hart (University of Edunburg);
  • Dr. Anne Murphy (Dublin Institute of Technology)

Theme #2:

  • Nataša Erceg, University of Rijeka
  • Marin Karuza, University of Rijeka
  • Vanes Mešić, University of Sarajevo
  • Zdeslav Hrepić, Columbus State University
  • Robert Repnik, University of Maribor

Theme #3:

Projects
  1. L Zurak, V Labinac, N Erceg, I Aviani, M Jusup, M Karuza, Testing scalar diffraction theory: Gaussian beam on a slit Journal of the Optical Society of America A 37 (5), 752-758 (2020), https://doi.org/10.1364/JOSAA.388703
Publications

Publications

Theme #1:

  1. Dželalija, M.,”Cross-Sectoral Competences for Physics Graduates”, Proceedings of the 9th International Conference ”The Future of Education”, Florence, Italy, Pixel, 2019.
  2. Bruha, J.; Dželalija, M.; Carev, I.; Knezić, S.; Horska, M.; Paddeu, J.; Veneau, P.;, Meliva, A.; Sgarzi, M.; Loboda, Z.; Szlamka, E.; Tót, E.; Murphy, A.; Poczmańska, A.; Sławiński, S.; Walicka, S.; Dunn, S.; O’Reilly, A.; Debowski, H., ”Including Non-formal Sector Qualifications in National Qualifications Frameworks. The Experience and Solutions of Seven European Countries”, Institute Badan Edukacyjnych, Volume I: Coutry Reports (2019) https://depot.ceon.pl/handle/123456789/16309
  3. Dželalija, M.; Carev, I., ”Quality assurance challenges for inclusion of ‘non-formal education qualifications’into NQFs”, Level3 14 (2018), 1-17. https://doi.org/10.21427/D7WJ0S
  4. Balković, M.; Dželalija, M.; Šimović, V., Stakeholders’ attitudes and expectations in respect to value and implementation principles of recognition of prior learning in Croatia, International Journal of Innovation and Learning 20, (2016) 399. https://doi.org/10.1504/IJIL.2016.079857
  5. Dželalija, M,: Balković, M., Theoretical Base for Multidisciplinary Classification of Learning Outcomes in Reforming Qualifications Frameworks, Interdisciplinary Description of Complex Systems 12, (2014) 151. https://doi.org/10.7906/indecs.12.2.4

 

Theme #2:

  1. Mešić, K. Neumann, I. Aviani, E. Hasović, W. J. Boone, N. Erceg, V. Grubelnik, A. Sušac, Dž. Salibašić Glamočić, M. Karuza, A. Vidak, A. Alihodžić and R. Repnik, Measuring students’conceptual understanding of wave optics: A Rasch modeling approach, Phys. Rev. Phys. Educ. Res. 15, 010115 (2019). https://doi.org/10.1103/PhysRevPhysEducRes.15.01011  
  2. Erceg, I. Aviani, M. Karuza, K. Grlaš, V. Mešić, Development of the kinetic molecular theory of liquids concept inventory: Preliminary results on university students’ misconceptions, Eur. J. Phys. 40, 025704 (2019). https://doi.org/10.1088/1361-6404/aaff36  
  3. Erceg, I. Aviani, V Mešić, M. Glunčić, G. Žauhar Development of the kinetic molecular theory of gases concept inventory: Preliminary results on university students’ misconceptions, Phys. Rev. Phys. Educ. Res. 12, 020139 (2016). https://doi.org/10.1103/PhysRevPhysEducRes.12.020139
  4. Aviani, N Erceg, V Mešić, Drawing and using free body diagrams: Why it may be better not to decompose forces, Phys. Rev. ST Phys. Educ. Res. 11, 020137 (2015). https://doi.org/10.1103/PHYSREVSTPER.11.020137
  5. Erceg, I. Aviani, V. Mešić, Z. Kaliman, D. Kotnik-Karuza, Probing students’ conceptual knowledge of satellite motion through the use of diagram, Revista Mexicana de Fisica E. 60, 75-85 (2014). http://rmf.smf.mx/pdf/rmf-e/60/1/60_1_75.pdf
  6. Erceg, I. Aviani, Students’ Understanding of Velocity-Time Graphs and the Sources of Conceptual Difficulties, Croatian Journal of Education 16, 43-80 (2014). https://hrcak.srce.hr/120164
  7. Erceg, I. Aviani and V. Mešić, Using photographs to elicit student ideas about physics: The case of an unusual liquid-level phenomenon, Canadian Journal of Physics 92, 9-17 (2014 https://doi.org/10.1139/CJP-2013-0302
Contact

Contact information
Prof. Ivica Aviani, Group leader
iaviani@pmfst.hr
University of Split, Faculty of Science, Ruđera Boškovića 33, HR-21000 Split, Croatia
tel: 00 385 21 619 225
mob: 00 385 91522 0593

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