The aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was conducted within the teaching topic of conservation of momentum and energy, in which N = 69 students in three classes took part. In the experimental group, one class with n = 23 students engaged in physics lessons, using gamification as a teaching strategy. In contrast, the control group comprised two classes with n = 46 students. The My Class Inventory questionnaire was used for this study. The study’s results revealed statistically significant differences in the perception of the student learning experience between the control and experimental groups. The experimental group rated the student learning experience significantly better than the control group. Gamification as a strategy contributes positively to the student learning experience, fostering collaboration among students when tackling challenging problems. It is essential to highlight that even if we do not entirely depart from traditional teaching methods, simply changing our strategy can lead to significant improvements. In our case, gamification can create a more engaging student learning experience, making students more motivated and involved. Consequently, this shift could result in a better understanding and mastery of physics concepts.

This study investigates the effects of incorporating recycled concrete powder (RCP) as a supplementary cementitious material in Portland cement composites at replacement levels of 5–30% by weight. A comprehensive characterization using isothermal calorimetry, electrical conductivity measurements, thermogravimetric analysis, FT-IR spectroscopy, and scanning electron microscopy revealed that RCP modified the hydration behavior and microstructural development. The results showed a linear 16.5% reduction in the total heat of hydration (from 145.38 to 121.44 J/g) at 30% RCP content, accompanied by a 26.5% decrease in peak electrical conductivity (19.16 to 14.08 mS/cm) and delayed reaction kinetics. Thermal analysis demonstrated an increased stability of hydration products, with portlandite decomposition temperatures rising by up to 10.8 °C. Microstructural observations confirmed the formation of denser but more amorphous C–S–H phases alongside increased interfacial porosity at higher RCP contents. The study provides quantitative evidence of RCP’s dual functionality as both an inert filler and a nucleation agent, identifying an optimal 20–25% replacement range that balances performance and sustainability. These findings advance the understanding of construction waste utilization in cementitious materials and provide practical solutions for developing more sustainable building composites while addressing circular economy objectives in the construction sector.

Research in the field of quantum physics is important for progress in many areas of exploration and development. Quantum computers and other quantum devices are promising technologies with numerous potential applications. On the other hand, understanding, interpreting, teaching, and learning quantum physics as part of an educational process is a major challenge. In the Republic of Croatia, students usually come in contact with the concepts of quantum physics towards the end of their high school education. These concepts are often abstract and represent a remarkable leap from the theories of classical physics. The aim of this study is to test the measurement properties of the instrument used to assess the progress of understanding and knowledge of quantum physics in a sample of Croatian high school students. The quantum physics conceptual survey (QPCS), developed and first tested in 2006 by Wuttiprom et al. at the University of Sydney, was the instrument we used in this study. The test was administered to 76 high school students. The results show that the QPCS test is valid and generally reliable in the context of Croatian secondary education, but for the topics Waves and particles and Uncertainty principle, the reliability needs further investigation. The results of the pretest and posttest were analysed and compared with each other and with previously published results. Quantitative methods were used to analyse the results obtained. We present several possible solutions to improve the teaching process, that we expect will lead to better results, especially for topics that are challenging for students.

Thermodynamics is a theory based on phenomenological premises and has wide applicability in science and technology. However, it remains one of the most challenging subjects to understand and teach, which makes it an excellent candidate for research and development of teaching methods. In this research, a questionnaire was used to evaluate the current knowledge of Bachelor’s and Master’s physics students, analyzing their immediate understanding of the topic and exploring their reasoning and thought processes. The questionnaire is divided into three sections which sequentially examine high school knowledge of entropy and thermodynamics; understanding of (ir)reversible processes related to energy and entropy change; and the distinction between equilibrium and nonequilibrium states. Based on the analysis of the results, we identified difficulties in understanding and articulating and applying the learned concepts. In particular, misunderstandings of entropy changes in isothermal processes and isolated systems are observed among students at all levels. Additionally, students find it difficult to distinguish between the contributions of energy and entropy changes to a system and its environment in the processes. The difficulty in defining (non)equilibrium states is present among Bachelor’s second-year physics students. To address these challenges, we propose adjustments to the teaching approach, including discussions about entropy sources and process (ir)reversibility, incorporating more theoretical and everyday examples of various processes and (non)equilibrium states and allowing more time for student discussions.

This review synthesizes recent advances in the characterization of eco-friendly cement composites, focusing on hydration kinetics, microstructural evolution, and mechanical durability. Advanced techniques—from isothermal calorimetry to nanoindentation—enable decoding of reaction pathways, mix optimization, and long-term performance prediction. The analysis covers supplementary cementitious materials (fly ash, slag, silica fume), geopolymers, bio-based additives (SNSs, biochar, CNCs, lignosulfonates), and microbially induced calcite precipitation (MICP). For each category, key mechanisms are identified, property effects quantified, and microstructural correlations established. SCMs achieve pore refinement and enhanced durability through long-term pozzolanic reactions. Geopolymers exhibit exceptional thermal stability (800–1000 °C) and acid resistance. Fly ash-based geopolymers exhibit chloride diffusion coefficients 1–2 orders of magnitude lower than ordinary Portland cement (OPC), though slag-based systems show more moderate improvements due to their different pore structure and higher calcium content. Bio-based additives enable accelerated hydration (SNSs), internal curing and CO₂ sequestration (biochar), pore refinement (CNCs), workability enhancement (lignosulfonates), and autonomous crack healing (MICP). Multi-scale characterization is essential for establishing robust structure–property relationships. The review concludes that properly optimized eco-friendly cement composites offer viable pathways toward sustainable construction with reduced carbon footprint, enhanced durability, and extended service life. This review is novel in its systematic comparison of hydration kinetics, microstructural evolution, and mechanical performance across three distinct classes of eco-friendly additives (SCMs, geopolymers, and bio-based materials), with particular emphasis on the complementarity of advanced characterization techniques—an aspect that has received limited attention in previous reviews.