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This study shows physicists' discussions on the meaning of Faraday's law where situations involving extended conductors or moving contact points are particularly troublesome. We raise questions to test students' difficulties in applying Faraday's law in motional electromotive force phenomena. We suggest the benefit of analysing these phenomena when teaching Faraday's law in introductory physics courses at university. We are not implying that Faraday's law should be revised, but we do want to set the stage for careful rethinking regarding the meaning and application of each term of the law as it appears in traditional introductory courses.

The present paper summarizes the building of the GIREP community on teaching and learning quantum physics in secondary school and the results of the community’s first discussion workshop. The questions for the workshop were prepared using feedback from the community members. The participants to the Working Discussion in Budapest Conference were divided in five groups, each focusing on distinct approaches in teaching quantum physics, as identified by the community. The five groups discussed the questions and identified core concepts that any course on quantum physics should cover. They also identified some specificities of each approach and discussed which approaches are particularly well suited or poorly suited to address specific concepts. The paper describes the creation of the community, the process of selecting the questions for the workshop and the results of the discussion on specific questions. The group identified potential research questions that should be addressed with future research. The results are summarized into a short position statement on the future goals of the community.

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