Planets outside the solar system are not covered in most curricula, but the methods of exoplanet research have already appeared in high school physics education in connection with certain physics matura exam tasks. Exoplanet research is one of the most successful, modern, and evolving fields of today’s astronomy; thus, it is worth addressing in high schools. In the field of physics education, it is necessary to broaden the range of methodologies. The process of educational development and changing curricula requires the use of new ideas in addition to traditional methods. In this paper, we introduce a project-based lesson plan that follows the principles of competence-based physics teaching methodology, which guides high school students from the basics towards more complex and abstract knowledge. The aim of the project is to give students the opportunity to get involved in the classroom work and in their own learning processes, practice through interactive activities, acquire useful and practical knowledge, and develop skills, such as designing a measurement setup, digital data processing, evaluating measurement data and outcomes, and representing data graphically. The existence of these skills is essential for success in the field of engineering, technology and research. Student experimentation with the application of Arduino in the topic of exoplanets provides the opportunity for students to participate actively in the lessons, use digital devices, and develop skills and competences while participating in a fun project.

This paper introduces a project carried out with an advanced physics class in a secondary school, where Arduino-based classroom measurements were used to strengthen the students’ knowledge in the topic of direct current. The aim of the project was to engage students in the classroom work and provide them with modern and applicable knowledge. The project involved students working in small groups, where they used Arduino to measure the conductance of various fluids, including tap water, and saltwater. Students relied on digital technology for data acquisition and data processing and they evaluated the measurement data digitally, too. Graphical representation and function plotting—qualitative and quantitative explanation of the measurements support students to deepen their knowledge. The project demonstrated the potential of applying Arduino-based classroom measurements to engage students in learning physics and provide them with hands-on experience with modern technology. In this paper, we introduce a method we designed for conducting Arduino-supported classroom measurements effectively, while developing competences that are essential for getting by in the 21st century.

In this paper, we provide secondary school teachers of physics with insights into the effective integration of Arduino-based classroom measurements for teaching kinematics. We present our Arduino-supported workbook, which includes kinematics measurements using an ultrasonic wave sensor and a photoresistor. The workbook aims to enhance students’ knowledge and proficiency in various areas such as data processing, analysis, interpretation, and graphical representation. Our study focuses on the impact of Arduino measurement tasks on the knowledge, competence, and attitudes of 7th grade students. The findings highlight the positive outcomes of coherent, hands-on and innovative classroom activities.

In this study, we provide high school physics teachers with insight and a detailed workflow for effectively integrating student research journals into physics education. Our interactive logbook template we designed enables student research pairs to document their work on an online platform with continuous teacher feedback. The teacher, acting as a project leader, constantly reviews the students’ uploaded work and provides feedback, which allows the young researchers to revise and improve their projects. In essence, the research work carried out in physics lessons mirrors the agile project management methods used in large companies but adapted to the classroom environment. During the project, students fill in the template, and based on it, they write an essay following the principles of academic writing. Afterwards, they present their results to their peers, which is followed by a scientific debate. All this provides an opportunity for students to experience the diversity of physics and physics learning within a research project, while developing their research and language skills as well as their critical thinking. At the end of the project, students participate in a retrospective evaluation, reflecting on their work, which contributes to the development of their self-regulated learning skills. The learning process we have developed supports experience-based, student-centered learning and provides students with insight into the realities of a research career, while also effectively helping them prepare for project-based final exams or international research-based competitions.