Article

Zuza, Kristina ORCID: 0000-0002-4455-0165, De Cock, Mieke ORCID: 0000-0002-2489-1528, van Kampen, Paul, Kelly, Thomas and Guisasola, Jenaro ORCID: 0000-0002-0817-3905 (2020) Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence. Physical Review Physics Education Research, 16 (2). ISSN 2469-9896

Zuza, Kristina ORCID: 0000-0002-4455-0165, van Kampen, Paul, De Cock, Mieke ORCID: 0000-0002-2489-1528 and Guisasola, Jenaro ORCID: 0000-0002-0817-3905 (2018) Introductory university physics students’ understanding of some key characteristics of classical theory of the electromagnetic field. Physical Review Physics Education Research, 14 (2). ISSN 2469-9896

Garzon, Isabel, De Cock, Mieke, Zuza, Kristina, van Kampen, Paul and Guisasola, Jenaro (2014) Probing university students’ understanding of electromotive force in electricity. American Journal of Physics, 82 (1). pp. 72-81. ISSN 0002-9505

Thesis

O'Neill, Deirdre ORCID: 0000-0002-0858-9513 (2022) Insights into the professional learning of physics teachers: an examination of Novice teachers’ experiences of transition. PhD thesis, Dublin City University.

Whelan, Kerrie (2021) Developing the key skills of communication and working with others alongside scientific planning skills in the science classroom. Master of Science thesis, Dublin City University.

Clarke, Holly (2019) Youth physical activity towards health (Y-PATH) meeting the needs of Irish teachers and students. Master of Science thesis, Dublin City University.

Moynihan, Richard (2018) Developing and assessing student’s conceptual understanding of electrostatics in upper secondary physics. PhD thesis, Dublin City University.

Comiskey, Stephen (2018) Developing and evaluating second level teachers’ technology integration in classroom practice. PhD thesis, Dublin City University.

Chadwick, Ruth (2018) Development and assessment of scientific literacy for secondary level science education. PhD thesis, Dublin City University.

Hyland, Diarmaid ORCID: 0000-0003-3787-5153 (2018) Investigating students' learning of differential equations in physics. PhD thesis, Dublin City University.

Murphy, Adam (2017) Dissemination vs. dialogue: an analysis of public engagement in science online. Master of Science thesis, Dublin City University.

Grimes, Paul ORCID: 0000-0001-6705-9566 (2017) Pre-service science teachers’ professional vision of inquiry - a design based research study. PhD thesis, Dublin City University.

Corbett, Catherine (2014) Change in science teacher practice towards IBSE. Master of Science thesis, Dublin City University.

Doughty, Leanne (2013) Designing, implementing and assessing guided-inquiry based tutorials in introductory physics. PhD thesis, Dublin City University.

Smith, David (2010) Enhancing student learning and conceptual understanding of electric circuits. PhD thesis, Dublin City University.

Wemyss, Thomas (2010) Implementing an inquiry based approach in first year undergraduate physics laboratories with emphasis on improving graphing literacy. PhD thesis, Dublin City University.

Conference or Workshop Item

Moynihan, Richard, van Kampen, Paul, Finlayson, Odilla ORCID: 0000-0002-5975-7388 and McLoughlin, Eilish ORCID: 0000-0001-7991-7134 (2019) Developing second level students’ understanding of the inverse square law and electric fields. In: GIREP-ICPE-EPEC 2017 Conference, 3-7 July 2017, Dublin.

Monograph

Farren, Margaret ORCID: 0000-0002-1684-6807, Crotty, Yvonne, Owen, Martin and McTiernan, William (2012) Computational approach to inquiry based science education. Project Report. European Seventh Framework 'Pathway to Inquiry Based Science Education'.

Working Paper

Hurley, Mairéad ORCID: 0000-0002-7875-0798, Butler, Deirdre ORCID: 0000-0001-7166-3707 and McLoughlin, Eilish ORCID: 0000-0001-7991-7134 (2021) Immersive STEM learning experiences to shape shared futures: Insights from the STEM Teacher Internship Programme. STInt White Papers. (Paper No. 10.5281/zenodo.5589759). Dublin City University, Dublin. ISSN: ISBN 978-1-911669-29-6