Scientific Advisory Committee; Local Organizing Committee; Preface; Contents; Towards Shaping Key Competences; 1 Role of Key Competences in Physics Teaching and Learning; Abstract; 1 Motivation; 1.1 Key Competences; 2 Framework; 2.1 Creation of Knowledge; 2.2 Gaining Skills; 2.3 Developing Attitudes; 3 Rules-Statements of Action; 3.1 Use Language Extensively; 3.2 Make Use of Technology; 3.3 Allow Working in Different Environment; 3.4 Leave Room for Expression; 3.5 Support Teachers; 4 Conclusions; References; 2 Competence and Understanding- A Personal Perspective; Abstract; 1 Introduction

2 Communicating and Thinking3 The Concept of Competence; 4 Key Competences for Physics Graduates; 5 The Tuning Project and the EUPEN Network; 6 A Few General Principles of Degree Programme Design; 7 Improved Teaching/Learning Methods; 8 Possibilities for Application of Artificial Intelligence (AI) in University Physics Education; 9 Some Illustrations of the Nature of Physics as a Lifelong Pursuit; 10 Bibliography; Acknowledgments; 3 Analysing the Competency of Mathematical Modelling in Physics; Abstract; 1 Mathematics: A Critical Competency for Learning Physics

2 Different Languages: Math in Physics Is not the Same as Math in Math3 Making Meaning with Mathematics; 4 What Does "Meaning" Mean? Some Advice from Cognitive Science; 5 Analysing Mathematics as a Way of Knowing: Epistemological Resources; 6 Choosing Resources: Epistemological Framing; 7 Case Study: Implications for Interdisciplinary Instruction; 8 Conclusion; Acknowledgments; References; 4 Introduction of Current Scientific Results to Education: Experiences from the Case of Liquid Crystals; Abstract; 1 Introduction; 2 Our Experience: The Teaching Module on Liquid Crystals; 2.1 The Lecture

2.2 The Chemistry Lab2.3 The Physics Lab; 3 Reflections on the Module; 4 Conclusions; References; 5 The Influence of Epistemic Views About the Relationship Between Physics and Mathematics in Understanding Physics Concepts and Problem Solving; Abstract; 1 Introduction; 2 Methodology; 3 Results; 4 Conclusion; References; Educational Research and Development; 6 Eyetracking in Research on Physics Education; Abstract; 1 Introduction; 2 Eyetracking for Research on Physics Education: Usefulness and Limitations; 3 Methodology of Empirical Research; 3.1 Participants of the Research

3.2 Theoretical Tool: Stone Problem4 Types of Data Visualization; 5 Chosen Results and Excerpt from the Analysis Thereof; 6 Summary; References; 7 Analysing the Conceptions on Modelling of Engineering Undergraduate Students: A Case Study Using Cluster Analysis; Abstract; 1 Introduction; 2 Quantitative Analysis; 2.1 Data Setting; 2.2 Distance; 2.3 Clustering Technique; 3 Example of Quantitative Study; 3.1 The Questionnaire and the Sample; 3.2 Categorization of Student Answers; 3.3 Data Analysis; 4 Discussion; 5 Conclusions; Appendix A: Questionnaire and Answering Strategies; References