Supporting Educational Transitions in Physics

Educational transitions present opportunities and challenges for students and teachers. Between the ages of 10 and 16 years old, students undertake several transitions in their school lives—including transitions across school systems (e.g., primary level to second level), transitions between teachers, transitions across subjects (e.g., moving from a general science curriculum to a specialised physics curriculum). This paper discusses the approach adopted in the Supporting Transitions Across Mathematics and Physics Education (STAMPEd) project to support teacher professional learning and enhance student learning in physics across educational transitions (STAMPEd Project (2021–2023). Supporting Transitions Across Mathematics and Physics Education ERASMUS+, KA2 [1]). A systematic review revealed that the experiences of transition, if negative, may impact not only on students’ academic achievement but also strongly associate with the development of their scientific identities and their aspirations for scientific careers. The project adopted an Educational Design Research (EDR) approach to monitor and evaluate its impact on participants (educators, teachers, and learners) over a three-year duration. This paper will discuss the initial design principles and key elements of a professional learning programme adopted to support teachers in addressing transition issues in physics from primary to second level. Two examples of rich tasks that have been designed to support student learning in physics across educational transitions in physics are presented.