Answers to questions in a grade 11 physics examination were analyzed to provide information on the cognitive development of Australian science students. Data from questions concerned with volume, mass and weight, levers and proportion, speed and velocity, acceleration and relative speed are compared with Piaget's findings: many of the students do…

Students' preferences changed from applied to theoretical aspects of physics, and from recall of facts to identification of fundamental principles during two years of study of the Physical Science Study Committee in Australian High Schools. (AL)

Described is a collaborative study between a Year 11 physics teacher and 3 university personnel designed to identify and document the manner in which content knowledge was transmitted in the classroom by the teacher and how this knowledge was acquired by students. The role of the textbook is discussed. (KR)

Discusses some endeavors to alleviate the problems associated with the high school-college interface in Australia. Describes three sources of remedies: high school teachers, high school students, and college students. (YP)

Examined relationship between cognitive requirements of two chapters of a physics textbook for biology/pre-med students and their ability to use prerequisite reasoning skills required for its understanding. An average of 42 percent of students tested did not consistently use reasoning skills required to understand text concepts. Discusses tests…

One of the clear findings of recent research on the learning of science has been that students who have completed science courses commonly use conceptions held before instruction to interpret natural phenomena. This paper reports on a study of conceptual change in mechanics with particular concern with the nature of student awareness of any…