Over the last three decades, many studies have been conducted to identify students' preconceptions on various science topics. It is time now for a synthetic study of preconceptions to enhance our understanding of students' everyday cognition and to benefit our effort in developing effective instructional inventions for conceptual change. Through a…

Lists postulates on which the author bases his approach to large class instruction. Suggestions are given for such administrative, operational, and academic procedures as organizing handouts and class information; avoiding "busy work"; finding out about the students (personal and academic); making an assignment due every class; and providing quick…

An example of how a traditional activity on motion and acceleration can be adapted to the learning-cycle format is described. The three challenge statements given to students to solve are provided. The key learning-cycle steps of exploration, expansion, and extension are discussed. (KR)

Describes a method for students to evaluate and experience a repetition of important physics concepts during regular lecture sessions. The major goal was to train students to focus attention on course materials. (SK)

An educator who teaches physics to grade 12 students and a physics curriculum and methods course to preservice teachers analyzes the impact of context on teaching practice. A paper by A. Richert titled "Voice and Power in Teaching and Learning To Teach" is used as the foundation for interpreting the author's experience of teaching…

Examines two instructional strategies, the traditional and learning cycle approaches, and compares them with regard to the variables of sequence, format, and necessity. Concludes that students exposed to the laboratory and discussion type had higher test scores than those in the lecture or reading groups. (Author/RT)

Describes a method of teaching physics for mastery. The method includes writing assignments on journal sheets, discussions of major concepts by student teams, and individual mastery conferences using questions formulated around the results of the group discussions. Discusses the ramifications of using this method. (MDH)

Describes a physics demonstration show where students conduct demonstrations for the rest of the school. By demonstrating a concept, students are forced to learn that concept in depth. Appendix includes a physics demonstrations resource list. (JRH)

Presents a general theory of improvisation and its role in the teaching of science. Includes a definition of improvisation, a discussion of curiosity-motivated and logically motivated questions, and illustrative examples from physics. (JN)

The authors draw together a variety of facts concerning a nonlinear differential equation and compare the exact solution with approximate solutions. Then they provide an expository introduction to the elliptic sine function suitable for presentation in undergraduate courses on differential equations. (MNS)

A scavenger hunt is used as an instructional strategy during the final weeks of the school year. Procedures used, types of questions and problems asked, and student reaction are discussed. (JN)

Presents a technique that helps students concentrate more on the science and less on the mechanics of algebra while dealing with introductory physics formulas. Allows the teacher to do complex problems at a lower level and not be too concerned about the mathematical abilities of the students. (JRH)

The use and misuse of the superposition principle to analyze electrical circuits are discussed. (KR)

This six-chapter guide is designed to help Georgia teachers adopt or adapt various options into the local school's science curriculum. Major areas addressed in the chapters are: (1) secondary school curriculum development (focusing on performance objectives, sequencing the curriculum, evaluation, and scientific literacy); (2) teaching methods…

Reports on the international conference on physics education held in Edinburgh, Scotland, July 29 - August 6, 1975. Provides the list of topics discussed by the working groups and notes other activities of the conference. (CP)