bluuebunny/crossref_metadata_2025_split huggingface dataset:
Assessing students’ views about experimental physics in a German laboratory course
Authors: Teichmann E. , Lewandowski H. J. , Alemani M. 
Published: May 2024

Abstract
Physics laboratory courses (PLC) have been recently the topic of several research studies examining their effectiveness at reaching their goals. As a result, a discussion about the effectiveness of traditional PLC for students’ content knowledge, skills, and “expert-thinking” acquisition has developed. Critical for the investigation of students learning in those settings has been the development of research-based assessments tools. An example of those is the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Recently, we translated the E-CLASS into German and set up a centralized survey administration system for instructors, allowing data acquisition and automated data analysis. Previously, we described this process and presented the preliminary results of the study of the introductory PLC at the University of Potsdam (UP). Here, we present an extended study that allows us to make stronger conclusions about students’ views about experimental physics at the UP. Overall, we find that students at US institutions have a higher level of “expert-like” views than students at the UP.
RadioLab: Interdisciplinary Paths of Nuclear Physics
Authors: Montalbano Vera 
Published: May 2024

Abstract
Health effects of radon, most notably lung cancer, have been investigated for several decades. Therefore, indoor radon monitoring is a great way to consider the problem of natural radioactivity but also a way to insert phenomenological elements into physics education useful in understanding the crisis of classical physics and for introducing modern physics. The RadioLab project allowed to explore the possibility of a rapid introduction of elements of modern physics for younger students.
Introducing General Relativity in High Schools: a proposal for a Teaching-Learning Module
Authors: Mauro Marco Di , Naddeo Adele 
Published: May 2024

Abstract
A teaching-learning module, aimed at introducing basic concepts of general relativity at the high school level, is proposed. Emphasis is on conceptual rather than technical aspects, and only familiarity with simple calculus is required on the mathematical side. The starting point is a critical overview of the principles of Newtonian mechanics, in particular the role of fictitious forces, as well as of the limits of special relativity. Part of the module is devoted to the discussion and the reproduction of key thought or real experiments, for example experiments involving non-inertial frames, or the Einstein elevator.
Competence through authenticity – open data in education
Authors: Veteli Peitsa , Lassila-Perini Kati 
Published: May 2024

Abstract
The modern world is a very data-driven place, bristling with repositories of openly available information, yet these resources are seldom used in education below university levels. This may partially be due to lack of sufficient teacher training and ongoing support structures, but also due to lack of information on useful methods. We present the case for secondary school level use of open, authentic real world data and easily accessible programming as cross-disciplinary tools for advancing the students’ scientific literacy and broader subject knowledge. The use of computational essays and interactive programming exercises promotes modern ways of knowledge creation and allows the students to participate in doing science as practising scientists and industry workers would. Feedback from teacher trainings, student workshops and school courses between 2016-2022 indicates a very positive reception with topics ranging widely from analysis of particle physics data from the CMS experiment at CERN to climate questions or sociological problems.
An online teaching learning sequence with home experiments and simulations on relativity of motion and the equivalence principle in classical mechanics
Authors: Malgieri Massimiliano , Marzari Alessio , Rosi Tommaso , Onorato Pasquale 
Published: May 2024

Abstract
We designed a teaching-learning sequence on relative motion in classical mechanics, based on the fundamental design principle of highlighting those conceptual elements which could be valuable in the future learning of special and general relativity In order to highlight selected key concepts and motivate students in their exploration, we used a series of experiments based on video analysis and interactive simulations, which can be modified on the fly by the students. In this study, we introduce a pilot investigation focused on testing the instructional sequence, and we provide initial outcomes regarding students’ understanding. The sequence of activities was tested with a group of 24 undergraduate students in an online laboratory course during the COVID-19 pandemic.
Development of a RIASEC-based model to analyse students’ perceptions of the work of nuclear- and astrophysicists
Authors: Kriegel M , Spatz V 
Published: May 2024

Abstract
There are many stereotypical beliefs about the work of scientists among students. These can lead to a lack of interest and ill-considered career choices. This paper aims to shed more light on the everyday work of researchers in physics. To this end, an interview study (N=12) and a questionnaire study (N=66) were conducted among physicists in a Collaborative Research Centre for nuclear- and astrophysics in order to determine the physicists’ activity profiles using an adapted RIASEC+N model based on the theory of vocational choices by Holland. As a result, activities from all seven RIASEC+N dimensions were found, highlighting the broad spectrum of activities in modern physics research. However, with respect to the significance of each dimension, we found that the activity profiles of doctoral students and professors in general, as well as their profiles in theoretical and experimental groups differ particularly within the Realistic, Conventional and Investigative dimension. In the future, these results will be used to develop an outreach programme to give students an authentic insight into modern physics. Additionally, the activity profiles could serve as a reference for addressing stereotypes in school.
“Astronomy for sailors”: a web game to learn physics using the stars and a clock
Authors: Iovenitti S , Verna G , Orsenigo S , Chirico F , Sgarro R , Tosi S , Santopinto E 
Published: May 2024

Abstract
If you were on a boat in the middle of the sea how could you guess your position using just the stars and a clock? This is the challenge for hundreds of students at our interactive astronomy workshop in the context of the Genoa Science Festival held in Genoa (Italy) in 2021. Visitors played on the web application Astronomy for sailors which we developed from scratch. They could estimate their latitude and longitude in a virtual environment by measuring the altitude of the Sun above the horizon at solar noon and by using a marine chronometer. By recognising the brightest circumpolar constellations, they could learn how to find the North Star. The workshop included also an interdisciplinary section regarding orientation techniques in the animal world, ancient times and modernity. In this contribution we present the workshop’s activities, highlighting their original and innovative aspects. We report on the positive feedback from students and teachers who actively played with celestial navigation during our workshop. Around 600 people have visited us and the web application Astronomy for sailors is still available online for free.
Design and implementation of a STEAM Teaching/Learning sequence by Project-Based Learning for the training of future secondary school teachers
Authors: Portillo-Blanco A , Sarriugarte P , Zuza K , Guisasola J 
Published: May 2024

Abstract
In high school teacher education, although work on didactic units for teaching the curriculum of science disciplines is common, they rarely include multidisciplinary STEAM viewpoint. For this article we are using the definition of STEAM that says it is a teaching method that integrates content, skills and beliefs from at least two disciplines that form the acronym and that focuses on real world contexts In this project, we show the design and implementation of a teaching/learning sequence (TLS) to show the STEAM methodology in High School with a project-based learning approach, with students of the Master’s Degree in Secondary Science Teacher Training. The TLS designed integrates content and skills from various STEAM disciplines, with physics and biology being the main ones and adding a Project-Based Learning (PrBL) teaching approach through the search for the best way to protect oneself from the sun. In this case, the Master’s degree students had two roles: on the one hand, they acted like secondary education students and, on the other hand, like future teachers. Thus, we evaluated the sequence in three different ways: content acquisition, scientific skills and attitudes towards STEAM education. The results indicated a positive impact in all the aspects analysed.
Concept of Force Representations of Prospective Primary Teachers
Authors: Michelini M , Stefanel A 
Published: May 2024

Abstract
The representation of physics concepts is essential to support teaching/learning in primary school. Investigating how future teachers represent the physical concepts has great importance. Research was carried out on concepts of force representations of 274 prospective teachers, enrolled in the Primary Education Sciences degrees. Rubrics were designed and used to analyse different dimensions involved in drawing, descriptions, didactic and disciplinary motivations. It emerged that most of the representations do not include the representation of the involved forces, but rather implies a precise didactic approach to the force concept.
Impact of working with Arduino on mathematics and science teacher students’ self-assessment of TPACK and self-efficacy
Authors: Bernsteiner A , Schubatzky T , Haagen-Schützenhöfer C , Spitzer P 
Published: May 2024

Abstract
To prepare mathematics and science teacher students for the implementation of digitally transformed teaching, we are developing and researching a course using the design-based research paradigm at the University of Graz. Based on the findings of curriculum analyses and surveys, we selected two main content areas for the course: digital data acquisition with Arduino and dealing with misinformation. Learning arrangements were developed based on empirical findings and theoretical foundations. The initial implementation of the course took place in the summer semester of 2022 with 17 teacher students. We examined the teacher students’ learning processes and the effectiveness of the learning arrangements in terms of the teacher students’ learning using a mixed-methods design (pretest, posttest, reflection journal, and field observations of course instructors). This article presents the triangulation of the research findings related to the work with Arduino and the derived criteria for redesigning the learning arrangements. The results show that self-assessment of technological competencies and self-efficacy expectations related to working with Arduino differ between teacher students with and without prior programming knowledge. Our findings suggest that there is a need to implement scaffolds that support teacher students as they undertake practical work with Arduino.
Teaching Physics through Astronomy: an object-based approach
Authors: Leonardi Alessio Mattia , Carli Marta , Ciroi Stefano , Marcon Fanny , Pantano Ornella , Talas Sofia , Zagallo Monica 
Published: May 2024

Abstract
Astronomy plays an important role in the cultural and scientific development of students, yet it is not always valued in upper secondary school. However, many Astronomy topics can be fruitfully addressed within the Physics curriculum. In this contribution, we present two workshops designed for in-service Physics teachers, aimed at proposing strategies for integrating Astronomy into the teaching of Physics. We chose light as the disciplinary focus, considering ray optics and spectroscopy as the specific topics. Valuing our collaboration with local Museums, we structured the workshops according to an Object-Based Learning (OBL) approach, enhancing the potential of scientific instruments for learning. During the workshops, the teachers experienced different ways of integrating Astronomy in the teaching of Physics through the use of instruments, and after the workshop they were invited to reflect on the usability of the proposed activities in the classroom. The findings suggest that OBL is a valuable approach for incorporating Astronomy into the Physics curriculum.
Towards a Quantum Technology PCK for Teachers
Authors: Verbraeken L , Andreotti E , Frans R , Bondani M , Folkers B , Jurčić L , Malgieri M , Pallotta F , Pol H 
Published: May 2024

Abstract
For many years quantum physics has been introduced in European secondary schools. However, quantum physics, and even more quantum technology, is not sufficiently part of present physics teachers’ Pedagogical Content Knowledge (PCK). For this reason, the QTEdu pilot project ‘Quantum Technology PCK for teachers’ put together the expertise of several educational researchers in order to i) pre-research the Pedagogical Content Knowledge teachers need to teach Quantum Mechanics (QM) and Quantum Technology (QT) and ii) develop a PCK Map of practical use for teachers and teacher educators. The consortium performed pilots at the local level of existing teaching resources. The partners applied qualitative research methods such as interviews and observations in order to collect illustrations for the activities included in the developed PCK map.
Educational reconstruction of physics of complexity within a creative writing classroom activity
Authors: De Zuani Cassina F , Levrini O 
Published: May 2024

Abstract
Disciplinary identity is widely studied in physics (and science) education research. Great attention has been devoted to studying the role of sociocultural factors in students’ career choices and persistence, such as students’ participation or gender differences. However, few works within the literature have investigated the role of the cognitive-epistemic core of scientific disciplines in identity work. In the first section of the paper we discuss the state of the art about science-identity. Then, we discuss the theoretical frameworks that informed the construction of our idea of epistemic-personal consonance/dissonance: the “Reconceptualized FRA to NOS framework” and the “Model of Educational Reconstruction”. In section 4 we introduce a qualitative analysis of data collected within a classroom activity held in 2021 and discuss it according to our Research Question. The findings show that students used complex systems epistemology as scaffolding for the expression of personal needs; they reconceptualized personal demands by borrowing epistemological structures and practices of complexity as tools to change perspectives about personal issues. The findings of this first dataset call for the need for further data to analyze and enrich the discussion around physics epistemology and identity.
On the persistence and related mechanisms for day–night compound humid heat extremes in the Northern Hemisphere
Authors: Guo Yixuan , Fu Zuntao 
Published: May 2024

Abstract
Hot extremes pose adverse impacts on human health and ecosystem, leading to aggravated damage when they combine high-humidity and occur in the both daytime and nighttime. Although considerable studies have focused on hot extremes, understandings about day–night Compound humid heat (quantified by Moist Enthalpy) Extremes (CMEEs) are still lacking. This work investigates their frequency, linear trends and temporal persistence in the Northern Hemisphere, and two typical vulnerable regions are selected as Central Europe (CE) and the Arabian Peninsula (AP), both exhibiting high frequency and positive trends, but with contrasting persistence, which is quantified by the bivariate Dynamical System method. Results reveal their regional dependence and physical processes: the dual importance of sensible and latent heat in CE is attributed to the combination of an anomalous anticyclone and evaporation, whereas the dominance of latent heat in AP is largely owing to the convective precipitation. CMEEs in AP can be further divided into two groups with distinct persistence, and this disparity actually depends on the preceding precipitation duration and its associated water vapor supply.
Analysis of application range of simplified models for field to thermo-field to thermionic emission processes from the cathode
Authors: SUN 孙 Li 丽 , DAI 代 Zhuo 卓 , XU 徐 Ming 鸣 , WANG 王 Wei 伟 , LI 李 Zengyao 增耀 
Published: May 2024

Abstract
Electron emission plays a dominant role in plasma–cathode interactions and is a key factor in many plasma phenomena and industrial applications. It is necessary to illustrate the various electron emission mechanisms and the corresponding applicable description models to evaluate their impacts on discharge properties. In this study, detailed expressions of the simplified formulas valid for field emission to thermo-field emission to thermionic emission typically used in the numerical simulation are proposed, and the corresponding application ranges are determined in the framework of the Murphy–Good theory, which is commonly regarded as the general model and to be accurate in the full range of conditions of the validity of the theory. Dimensionless parameterization was used to evaluate the emission current density of the Murphy–Good formula, and a deviation factor was defined to obtain the application ranges for different work functions (2.5‒5 eV), cathode temperatures (300‒6000 K), and emitted electric fields (105 to 1010 V·m−1). The deviation factor was shown to be a nonmonotonic function of the three parameters. A comparative study of particle number densities in atmospheric gas discharge with a tungsten cathode was performed based on the one-dimensional implicit particle-in-cell (PIC) with the Monte Carlo collision (MCC) method according to the aforementioned application ranges. It was found that small differences in emission current density can lead to variations in the distributions of particle number density due to changes in the collisional environment. This study provides a theoretical basis for selecting emission models for subsequent numerical simulations.
Regression calibration of self-reported mobile phone use to optimize quantitative risk estimation in the COSMOS study
Authors: Reedijk Marije , Portengen Lützen , Auvinen Anssi , Kojo Katja , Heinävaara Sirpa , Feychting Maria , Tettamanti Giorgio , Hillert Lena , Elliott Paul , Toledano Mireille B , Smith Rachel B , Heller Joël , Schüz Joachim , Deltour Isabelle , Poulsen Aslak Harbo , Johansen Christoffer , Verheij Robert , Peeters Petra , Rookus Matti , Traini Eugenio , Huss Anke , Kromhout Hans , Vermeulen Roel ,   The COSMOS Study Group
Published: May 2024

Abstract
The Cohort Study of Mobile Phone Use and Health (COSMOS) has repeatedly collected self-reported and operator-recorded data on mobile phone use. Assessing health effects using self-reported information is prone to measurement error, but operator data were available prospectively for only part of the study population and did not cover past mobile phone use. To optimize the available data and reduce bias, we evaluated different statistical approaches for constructing mobile phone exposure histories within COSMOS. We evaluated and compared the performance of 4 regression calibration (RC) methods (simple, direct, inverse, and generalized additive model for location, shape, and scale), complete-case analysis, and multiple imputation in a simulation study with a binary health outcome. We used self-reported and operator-recorded mobile phone call data collected at baseline (2007-2012) from participants in Denmark, Finland, the Netherlands, Sweden, and the United Kingdom. Parameter estimates obtained using simple, direct, and inverse RC methods were associated with less bias and lower mean squared error than those obtained with complete-case analysis or multiple imputation. We showed that RC methods resulted in more accurate estimation of the relationship between mobile phone use and health outcomes by combining self-reported data with objective operator-recorded data available for a subset of participants.
Real-world data are not always big data: the case for primary data collection on medication use in pregnancy in the context of birth defects research
Authors: Ailes Elizabeth C , Werler Martha M , Howley Meredith M , Jenkins Mary M , Reefhuis Jennita 
Published: May 2024

Abstract
Many examples of the use of real-world data in the area of pharmacoepidemiology include “big data,” such as insurance claims, medical records, or hospital discharge databases. However, “big” is not always better, particularly when studying outcomes with narrow windows of etiologic relevance. Birth defects are such an outcome, for which specificity of exposure timing is critical. Studies with primary data collection can be designed to query details about the timing of medication use, as well as type, dose, frequency, duration, and indication, that can better characterize the “real world.” Because birth defects are rare, etiologic studies are typically case‑control in design, like the National Birth Defects Prevention Study, Birth Defects Study to Evaluate Pregnancy Exposures, and Slone Birth Defects Study. Recall bias can be a concern, but the ability to collect detailed information about both prescription and over-the-counter medication use and other exposures such as diet, family history, and sociodemographic factors is a distinct advantage over claims and medical record data sources. Case‑control studies with primary data collection are essential to advancing the pharmacoepidemiology of birth defects.
This article is part of a Special Collection on Pharmacoepidemiology.
Introducing the special issue: the lasting legacy of the 1996 Arbitration Act
Authors: Brekoulakis Stavros 
Published: May 2024

Abstract
This article introduces the special issue and sets the scene for the other contributors which address in more detail specific areas of the Bill. Specifically, this introductory article aims to do three things. First, to take a step back and place the New Act against England’s long history of arbitration law. Second, to identify and discuss the most important decisions of the English courts in the 25 years of the 1996 Act and examine whether they played any role in the constitution of the New Act. Finally, to offer a broad assessment of the Bill.
Optimal fusion of genotype and drug embeddings in predicting cancer drug response
Authors: Nguyen Trang , Campbell Anthony , Kumar Ankit , Amponsah Edwin , Fiterau Madalina , Shahriyari Leili 
Published: May 2024

Abstract
Predicting cancer drug response using both genomics and drug features has shown some success compared to using genomics features alone. However, there has been limited research done on how best to combine or fuse the two types of features. Using a visible neural network with two deep learning branches for genes and drug features as the base architecture, we experimented with different fusion functions and fusion points. Our experiments show that injecting multiplicative relationships between gene and drug latent features into the original concatenation-based architecture DrugCell significantly improved the overall predictive performance and outperformed other baseline models. We also show that different fusion methods respond differently to different fusion points, indicating that the relationship between drug features and different hierarchical biological level of gene features is optimally captured using different methods. Considering both predictive performance and runtime speed, tensor product partial is the best-performing fusion function to combine late-stage representations of drug and gene features to predict cancer drug response.