Any amusement park can be seen as a large classroom, where you can experience the laws of physics throughout the body. Like other informal learning environments, such as museums and science centers, the learning outcome for the students depends on teacher preparation and follow-up of the visit. Planning a visit can be a logistical challenge, with permissions, travel arrangements and scheduling. Dividing the class in smaller groups of 4-6 students, with assignments prepared in advance, can give many oppor- tunities for discussions about physics concepts. Worksheets can support the discussions and investigations, but need to be adapted by the teacher who knows the class. A short worksheet for first-time visitors is discussed in some detail, followed by suggestions for expansions for later visits. The chapter closes with a discussion about how amusement parks can support educa- tional visits, from providing relevant data for teachers, over supervised class visits, to the organization of large-scale educational events in collaborations with other actors.

Keywords: Curriculum integration, informal learning environments, teacher roles, worksheets, acceleration, rotation, amusement park physics days, science, technology

• Teacher Roles in amusement parks,  Pendrill A-M, Kozma C and Theve A, (2013) Proceedings ICPE-GIREP, p 591-599