Results of a survey of the 81 colleges of pharmacy affiliated with the American Association of Colleges of Pharmacy regarding requirements of physics in the pre-pharmacy curriculum are presented. The author concludes that colleges that do not currently require a course in physics in their pre-pharmacy curriculum should consider adding one. (Author)

Reports on the possibility of restructuring physics and chemistry departments and merging others at British universities. Suggests modifications of the course content for greater acceptance by students. Concludes that the logic of the committee's recommendations rests in the subsequent ability of certain departments to grow. (RT)

This document presents the core science curriculum standards which must be completed by all students as a requisite for graduation from Utah's secondary schools. Contained within are the elementary and secondary school program of studies and high school graduation requirements. Each course entry for grades 7-12 contains: course title, unit of…

Reports on the certification qualifications for biology, chemistry, and physics teachers in Ohio. All teacher preparation institutions in the state are at or above the minimum state requirement in credit hours. Data indicate that low percentages (four to five percent) of Ohio teachers lack valid certificates for their science teaching assignments.…

Examines various issues related to the establishment of a core of physics studies at 16+ and 18+. Indicates that a core physics syllabus should be concerned with phenomena, theory, models, and applications and not with such topics as the use of a U tube manometer. (JN)

Evaluated and compared 12 science textbooks with respect to their readability levels and agreement with the intended reader level. Four of the books were determined to be unsatisfactory for their intended grade levels. (20 references) (MDH)

Examines the extent to which technology and applied physics should be included in introductory physics courses. Areas explored include the meaning of applied physics, the nature of pure and applied physics, and applied physics as viewed by a scientist, an educator, and society. Implications for the physics curriculum are addressed. (JN)

The teaching of physics through the medium of integrating technology is considered. This article reports on the teaching strategy employed and the choice of suitable examples of technology. Possible extensions of the strategy to other science fields are also discussed. (Author/CW)

Described are the course, teaching/study, entry qualifications, and destination of graduates of four courses in medical physics from Exeter University, King's College London, University College London, and University College of Swansea. (YP)

Questionnaire results indicate that, although first-year, undergraduate science students (n=109) recognize the correct sources of energy for organisms, they simultaneously hold misconceptions about other essential, but nonenergy-supplying, conditions as sources of energy supply. Occurrence rates for these misconceptions vary with the students'…

Introduces and develops mathematical notation to assist undergraduate students in overcoming conceptual difficulties involving the underlying mathematics of state functions, which tend to be different from functions encountered by students in previous mathematical courses, because of the need to manipulate special types of partial derivatives and…

Described is a curriculum project developed in Germany. The importance of playing and gaming for the acquisition of cognitive and social capacities, the relationships among acting, reasoning, and learning in physics instruction, and the spheres of subjective experience are discussed. The framework and evaluation of the curriculum are outlined. (YP)

Examines science textbook language and determines some characteristics of them: distant authorial voice, concern for precision, limited context, limited syntax, and rhetorical model. Suggests three further researcher needs. (YP)

This report examines possible national indicators for learning outcomes in the individual disciplines of higher education. It consists of versions of five project final reports, each underscoring a distinct approach to developing a model in the context of a specific discipline. Each model applies, however, to several similar disciplines. Stressed…

THA-MASTER is a model program for the training of teachers from other disciplines and/or grade levels as secondary school teachers of mathematics and physics. The program for each discipline includes brief refresher courses which include content courses, workshops, and laboratories. Methods are presented as an integral part of each course.…