DOMAINE DE RECHERCHE/RESEARCH FIELDS

 

a) Research-based development and empirical research in science (especially: physics) education and science teacher education, e.g. about: role of tasks and experiments in science learning; mobile devices and other ICT for physics learning; conceptual learning; interdisciplinary connections physics education - general science education. See e.g.

Stern, F., Kampourakis, K., & Müller, A. (2022). “Genes for a role,” “genes as essences”: Secondary students' explicit and implicit intuitions about genetic essentialism and teleology. Journal of Research in Science Teaching, 1–31. https://doi.org/10.1002/tea.21796

Woithe, J., Müller, A., Schmeling, S., & Kuhn, J. (2022). Motivational outcomes of the science outreach lab S'Cool LAB at CERN: A multilevel analysis. Journal of Research in Science Teaching , 1– 39. https://doi.org/10.1002/tea.21748

Scheid, J., Müller, A., Hettmannsperger, R., & Schnotz, W. (2019). Improving learners’ representational coherence ability with experiment-related representational activity tasks. Physical Review Physics Education Research, 15(1), 010142. https://doi.org/10.1103/PhysRevPhysEducRes.15.010142

Keller, O., Benoit, M., Müller, A., & Schmeling, S. (2019). Smartphone and Tablet-Based Sensing of Environmental Radioactivity: Mobile Low-Cost Measurements for Monitoring, Citizen Science, and Educational Purposes. Sensors, 19(19), 4264. https://www.mdpi.com/545104

Müller, A. (2019). Physics Education Research - An Applied Science (part 2). Progress in Physics no. 68. Communications of the Swiss Physical Society, 59, 25-29

Müller, A. (2019). Physics Education Research - An Applied Science (part 1). Progress in Physics no. 68. Communications of the Swiss Physical Societ, 58, 28-33

Hochberg, K., Kuhn, J., & Müller, A. (2018). Using Smartphones as Experimental Tools – Effects on Interest, Curiosity, and Learning in Physics Education. Journal of Science Education and Technology, 27, 385-403.

 

b) Physics/science of everyday phenomena, hands-on-experiments, order-of-magnitude reasoning; see e.g.

Darmendrail, L., & Müller, A. (2021). Standing Vertical Jumps–Sports Physics with a Smartphone. The Physics Teacher, 59(4), 264-267.

Darmendrail, L., & Müller, A. (2021). The Euler disk and its dynamic finite time singularity: Investigating a fascinating acoustical and mechanical phenomenon with simple means. Acoustical Science and Technology, 42(4), 193-199.

Darmendrail, L., & Müller, A. (2020). Helmholtz in the kitchen: a frying pan as a volume resonator. European Journal of Physics, 41(3), 035804. https://doi.org/10.1088/1361-6404/ab6fba

Klein, P., Müller, A., Molz, A., Gröber, S., & Kuhn, J. (2017). Rotational and frictional dynamics of the slamming of a door. American Journal of Physics, 85, 30-37.

Müller, A., Hirth, M., & Kuhn, J. (2016). Tunnel Pressure Waves – A Mobile Phone Inquiry on a Rail Travel. The Physics Teacher, 54, 118-119.

Müller, A., Vogt, P., Kuhn, J., & Müller, M. (2015). Cracking knuckles – A smartphone inquiry on bioacoustics. The Physics Teacher, 53, 307-308.

Müller, A., & Loretan, C. (2016). Fermi in the Woods. The Physics Teacher, 54, 383-84.

 

c) Improvement of general interest for and understanding of physics/science (“public understanding of science”), eg. by out-of-school learning offers; see e.g.

– Stellarium Gornergrat: https://stellarium-gornergrat.ch/?lang=fr

– Green Breath Box: https://www.unige.ch/ecotox/en/recherches/projets-en-cours/green-breath-box

– Climatizens: https://www.unige.ch/climatizens/objectifs