Given the great interest that black holes arouse among non-specialists, it is important to analyse misconceptions related to them. According to the author, the most common misconceptions are that: (1) black holes are formed from stellar collapse; (2) they are very massive; (3) they are very dense; (4) their gravity absorbs everything; and (5) they…

Recently, the physics education community has taken a keen interest in modernising physics education. However, while topics in modern physics have great potential to engage students, these topics are abstract and hard-to-visualise. Therefore, many students hold mistaken pictures and misconceptions, which can impede learning. In this article, we…

In this paper we present a critical analysis of some of the arguments of flat Earth theory, and we also try to show that this analysis and refutation of these false claims can be a useful exercise in critical thinking that is so much needed today. This article can also make it easier for teachers who are exposed to some of the arguments of flat…

In this article, some classroom experiments are described for correcting the common misconception that the operation of a siphon depends on atmospheric pressure. One experiment makes use of a chain model of a siphon and another demonstrates that flow rate is dependent on the height difference between the inflow and outflow of a siphon and not…

Acceleration is a fundamental concept in physics which is taught in mechanics at all levels. Here, we discuss some challenges in teaching this concept effectively when the path along which the object is moving has a curvature and centripetal acceleration is present. We discuss examples illustrating that both physics teachers and students have…

In this article, we provide a discussion on our revision method (termed "prescriptive tutoring") aimed at revealing students' misconceptions and misunderstandings by getting them to solve physics problems with an anonymous partner via the computer. It is currently being implemented and evaluated in a public secondary school in Singapore,…

Children's ideas about radiation and radioactivity are reviewed and several common areas of misunderstanding are identified. An approach to teaching the topic at the secondary school level which seeks to specifically address known difficulties is outlined. (CW)

Investigated was the nature of teachers' ideas about force and gravity, changes in materials, and energy. Information was obtained by using interview-about-events and interview-about-instances techniques. Examples of teachers' conceptions and ways of thinking are included. (YP)

The forward force of water on a hose is calculated using only the pressure gradient, the radius and length of the hose. The misconception about recoil on the nozzle is discussed. Dissipation energy and the consequent heat generation in a fluid flow are also described. (KR)

A mechanical analogy between the microscopic motion of a charged carrier in an ordinary resistor and the macroscopic motion of a ball falling along a slanted board covered with a lattice of nails is introduced. The Drude model is also introduced to include the case of inelastic collisions. Computer simulation of the motion is described. (KR)

Reports various misconceptions of Newton's third law obtained from interviews and written tests of high school students. Suggests putting emphasis on the third law in physics teaching. Ten references are listed. (YP)

This article presents an approach to teaching "motion and inertia." The teaching strategy consists of four phases: (1) orientation; (2) eliciting children's ideas; (3) restructuring of ideas; and (4) improving and applying. Samples of students' ideas on the concept of mechanics are provided. Lists 11 references. (YP)

Discussed is a common error made by students in judging the distribution of the magnetic field of a circular loop along its diameter. Qualitative and quantitative explanations of the magnetic field distribution are presented. (CW)

Illustrated is the confusion over centrifugal force in sample problems, diagrams, formulas, and examples. Some recommendations to remedy the situation are suggested. (YP)

A questionnaire and demonstrations were used to identify students' conceptions about the composition of orthogonal velocities. Four questions from the questionnaire are provided and the results for each question are reported. The four implicit vector characteristics of this study are appended. (YP)