Bor Gregorcic
Senior Lecturer/Associate Professor at Department of Physics and Astronomy; Physics Education Research
- Telephone:
- +46 18 471 35 92
- E-mail:
- bor.gregorcic@physics.uu.se
- Visiting address:
- Ångströmlaboratoriet, Lägerhyddsvägen 1
- Postal address:
- Box 516
751 20 UPPSALA
More information is available to staff who log in.
Short presentation
My research interests revolve around the use of modern technology in physics education, physics students' interaction and communication, embodied cognition in physics learning, and physics teacher education. My teaching predominantly focuses on pre-service training of upper secondary-school physics teachers. I want my students to learn to think like scientists. To help them achieve this I make use of the Investigative Science learning Environment (ISLE) approach to structure my teaching.
Publications
Recent publications
- ChatGPT as a tool for honing teachers’ Socratic dialogue skills (2024)
- Exploring student reasoning in statistical mechanics (2024)
- Statistical mechanics as a case study for challenges in upper-division physics courses (2024)
- Different spins on the two-state paramagnet: Pedagogical advantages and considerations (2024)
- Simplified toy models can make physics harder to grasp (2024)
All publications
Articles
- ChatGPT as a tool for honing teachers’ Socratic dialogue skills (2024)
- Exploring student reasoning in statistical mechanics (2024)
- How understanding large language models can inform the use of ChatGPT in physics education (2024)
- Performance of ChatGPT on the test of understanding graphs in kinematics (2024)
- Evaluating vision-capable chatbots in interpreting kinematics graphs (2024)
- Visual display of qualitative information (2023)
- ChatGPT and the frustrated Socrates (2023)
- What Is the Role of the Body in Science Education? A Conversation Between Traditions (2023)
- Productive resources in students’ experimental investigation of phase transition (2023)
- Conceptual Blending as an Interpretive Lens for Student Engagement with Technology (2021)
- Variation theory as a lens for interpreting and guiding physics students' use of digital learning environments (2020)
- Never far from shore (2020)
- Developing representational competence (2020)
- Learning to use Cartesian coordinate systems to solve physics problems (2020)
- Embodiment in physics learning (2019)
- Physics teaching and learning with multimedia applications (2019)
- Transduction and Science Learning (2019)
- A New Way of Using the Interactive Whiteboard in a High School Physics Classroom (2018)
- Organizing physics teacher professional education around productive habit development (2017)
- Algodoo (2017)
- Doing science by waving hands (2017)
- Exploring Kepler’s laws using an interactive whiteboard and Algodoo (2015)
- Can students’ mathematical expectations present a barrier to conceptual understanding?
Chapters
- Visualization and Mathematization (2023)
- Algodoo as a Microworld (2019)
- Interactive Whiteboards as a Means of Supporting Students’ Physical Engagement and Collaborative Inquiry in Physics (2016)
Conferences
- Statistical mechanics as a case study for challenges in upper-division physics courses (2024)
- Different spins on the two-state paramagnet: Pedagogical advantages and considerations (2024)
- Simplified toy models can make physics harder to grasp (2024)
- An exploration of ChatGPT’s graph interpretation abilities (2024)
- Performance of freely available vision-capable chatbots on the test for understanding graphs in kinematics (2024)
- Preparing PhD students for the doctoral defense with generative AI (2024)
- From Physics to Physics: An Example of Students' use of Analogies in Statistical Mechanics (2023)
- Students’ use of different representations while communicating in a remote setting (2022)
- Student Intuitions in Statistical Mechanics (2022)
- Productive epistemic games in an Investigative Science Learning Environment (2022)
- Patterns in students' self-directed use of the digital learning environment Algodoo (2020)
- Variation and messiness in physics students' use of open-ended software (2019)
- The Role of Transduction in the Teaching and Learning of Science: Students Learning about Magnetic Field (2019)
- A new explanation for why PER curriculum materials work (2019)
- Demonstrating The Role Of Transduction In The Teaching And Learning Of Science (2019)
- Discovering variation: learning physics in a creative digital environment (2018)
- Playful, scientific inquiry in an open-ended physics software (2018)
- Metaphorical Use of Touch in an Astronomy Activity (2018)
- The case for (better) illustrations in qualitative physics education research (2018)
- Interpersonal Touch as a Meaning-Making Resource in the Teaching and Learning of Physics (2018)
- Spontaneous use of dance in an astronomy activity (2018)
- Embodying the abstract or abstracting from the body (2018)
- A student-generated embodied metaphor for binary star interactions (2018)
- Working as a Team: Planning and Teaching a Physics Unit (2018)
- Organizing Physics Teacher Professional Education Around Productive Habit Development (2018)
- Multimodal Transduction in Upper-secondary School Physics (2018)
- Problem solving and coordinate systems (2018)
- Semi-formal Modeling in Algodoo (2017)
- Experiencing Variation and Discerning Relevant Aspects Through Playful Inquiry in Algodoo (2017)
- Physics Students' Use of Algodoo in Modeling (2017)
- Exploring how Physics Students use a Sandbox Software to Move between the Physical and the Formal (2017)
- Exploring how physics students use a sandbox software to move between the physical and the formal (2017)
- Working with context rich problems to teach problem solving (2017)
- Kontextrika problem för effektiv problemlösning i en avancerad mekanikkurs (2017)
- Working with magnetic field to learn about coordinate systems (2017)
- Physics students learning about abstract mathematical tools while engaging with “invisible” phenomena (2017)
- Teaching the movability of coordinate systems: Discovering disciplinary affordances (2017)
- The IOLab and magnetic Field – Magnetic north versus actual direction (2017)
- Coordinating multiple resources to learn physics (2017)
- Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena (2017)
- A theory-guided research agenda for physics teacher education (2016)
- Fostering Multimodal Communication in Physics Learning Through the Inclusion of Digital Sandbox Modeling Alongside Laboratory Experiments (2016)
- Conceptual blending: analysis of a computer-supported collaborative learning activity in physics (2016)
- Using conceptual blending to analyze student inquiry and embodied engagement in a technology-enabled collaborative learning environment (2016)
- Using Conceptual Blending to Analyze Student Inquiry in Computer-based Environments (2016)
- Using conceptual blending to interpret student embodied engagement in a computer-supported learning environment (2016)
- A conceptual blending analysis of student immersive engagement with an interactive whiteboard (2016)
- Conceptual Blending: An Analytical Framework for Immersive Computer-Supported Learning (2016)
- Multimodal transduction in secondary school physics (2016)
- Interactive Whiteboard: A Catalyst for Student Use of Gestures (2015)
- Students' hand gestures in a virtual hands-on environment (2015)
- Using Interactive Whiteboards to Support Student Investigation and Communication (2015)
