Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers’ knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers’ knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers. Keywords: astronomy education, didactic games, in-service primary school teachers, Moon phases

We present a teaching unit on liquid crystals. The unit has already been implemented into the university undergraduate pedagogical study programs for future teachers of Physics and Chemistry, preschool teachers and teachers at the lower grade of the elementary school at Faculty of Education, University of Ljubljana. The unit develops students’ knowledge on the existence of more than three phases of matter and the existence and properties of anisotropic materials, focusing on the biaxiality and birefringence. The unit is multidisciplinary since students perform the experiments with the MBBA nematic liquid crystal which they synthesize themselves. Our final goal is to implement the teaching unit to the high school curriculum (for students 14–18 years old).

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. When combining these approaches, the individual needs and interests of the students must be taken into account. The research was conducted as part of The Science Visits Course among 30 prospective primary school teachers in their final years of study. The focus of the study was on the students’ self-assessment of their competences in science education and on the implementation of a student-centred teaching process, including outdoor teaching. Data were collected using online questionnaires and a structured evaluation form to assess students’ plans for a science visit. The research findings suggest that students find this type of work engaging and that it encourages their self-engagement, taking responsibility and working together in a group through sharing ideas and opinions. On the other hand, the student competences important for outdoor education have come to the fore to some extent, but there are still areas that can be improved, especially in the area of science content knowledge.

Recent studies reported continuous shortening of the pitch from more than four layers to less than four layers in the helicoidally modulated tilted $\text{Sm}{C}_{\alpha }^{\ast }$ phase. In a different system, the reversed phase sequence was found: the ferroelectric tilted $\text{Sm}{C}^{\ast }$ phase appeared below the four-layer $\text{Sm}{C}_{FI2}^{\ast }$ phase upon cooling. In this contribution we quantitatively explain the behavior within the discrete phenomenological model and we found that both behaviors are the consequence of the same reason: the quadrupolar interlayer interactions. DOI: http://dx.doi.org/10.1103/PhysRevE.81.031701 © 2010 The American Physical Society

In this paper the project Chain Experiment is presented. It can be viewed as a competition or as a popularization activity for science, technology, and physics in particular. We present the basic idea of a toppling-domino-like chain of contraptions that are operated one after another, and each demonstrates different physical phenomena. The evolution into its current form with three different types of activities is briefly described. The emphasis of the paper is on the impact of the project on physics education. The ways in which physics students, physics teachers, and participating pupils profit from the different project activities are presented in detail.