Deals with how secondary schools in the United Kingdom ought to be concerned not only with teaching the science of nuclear processes but also with: (1) the technologies associated with power generation from the processes, and (2) the possible social effects of such technologies. (SK)

Cosmology education has become an integral part of modern physics courses. Directed by National Curricula, major UK examination boards have developed syllabi that contain explicit statements about the model of the Big Bang and the strong observational evidence that supports it. This work examines the similarities and differences in these…

Who owns a new science course once it has been developed? If teachers teach a course in their own way, does this transformation improve or deform it? The development of "Advancing Physics" provokes some fresh thought about these questions. (Author/MM)

Reflects on the implications of the changes that the Dearing review proposed for 16-19 education. Attempts to stimulate further discussion on the structure and content of the 16-19 physics curriculum for the next century. (JRH)

Describes a course that includes a basic core section comprised of a lecture series integrated with programmed practicals and a project section comprised of activities designed to give the students practice in electronic problem solving. (GS)

The organization of education in Australia is briefly described. Revisions and development of physics curricula, including British and American projects, are discussed. (TS)

Discusses ways to improve physics curricula, such as including events from science history and using discovery techniques. (MLH)

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)

Presents three separate but related discussions on the rationale for including electronics into school physics programs. Pressures for curriculum change, strategies for teaching electronics, objectives of electronics, and other areas are addressed. (JN)

Summarizes the early discussion results in the development of a physics project in higher education. Indicates that the first-year experience concentrates on the following aspects: laboratory work, tutorial programs, and individualized instruction. (CC)

Recognizes that physics, like other sciences, deals with information in the form of sense impressions. Concepts of mass length and time are not sensory experiences and should substitute instead the terms of force, displacement and time for better understanding. (PS)

Describes the new physics courses, and course combinations with physics, that were introduced after 1973, and are being offered in addition to the existing four-year sandwich course in applied physics. (GA)

Describes physics curriculum development for secondary schools being conducted at the Institut fur die Padagogik der Naturwissenschaften in the Federal Republic of Germany. (MLH)