Ludovic Morge

Ludovic Morge is a Professor at Université Clermont Auvergne, France, where he serves as Director of the Institut National Supérieur du Professorat et de l'Éducation (INSPE). His work bridges academic research in science education with practical teacher training initiatives across primary and secondary education levels.

His research focuses on physics and chemistry education, with particular attention to developing innovative teaching tools and methodologies. Key areas include the effectiveness of mechanical analogies for teaching electricity (Cordelec), geometric optics instruction through ray tracing (Traycer), and simulation software for teaching session management. Morge investigates how disciplinary knowledge intersects with pedagogical approaches, examining teacher adaptability, professional standards, and the implementation of scientific investigation methods in classrooms.

Analysis of his recent publications reveals a consistent focus on teacher training and the development of practical tools that bridge theory and classroom practice. His work spans geometric optics instruction, epistemological practices of novice teachers, and the relationship between teachers' disciplinary mastery and student performance. The research demonstrates an evolving trajectory from developing specific teaching tools toward more comprehensive investigations of teacher training systems and professional communities.

Morge actively supervises doctoral research, with current and completed theses examining teacher training through simulation software, energy teaching in engineering contexts, and physics-chemistry teacher development. His work connects French educational contexts with international collaborations, particularly with Swiss and Brazilian researchers.

He has developed several patented educational tools including Cordelec (a pedagogical device for teaching electrokinetics, patent no. 10 57137) and Traycer (a tool for experimentally tracing ray trajectories in optics). These instruments support experimental study and modeling in physics classrooms, addressing common student misconceptions through hands-on learning approaches.