We discuss strategies for the general solution of single-step 1D constant acceleration problems. In a slightly restricted form, these problems have five variables (?"x," "v[subscript 0]," "v," "a" and "t") and two independent equations, so three variables must be given to solve for the other two,…

Discusses several aspects of the relationship between teaching and learning in a way that may possibly stimulate thinking in the same manner as learning hierarchies, stage theory, and the abundant use of metaphor. (Author/JN)

Physics problems presented by teachers or in textbooks are usually quantitative and offer only one solution. Suggests that getting students to solve qualitative problems and confronting them with multiple solutions can help them develop conceptual understanding and robust problem-solving strategies. (Author/ASK)

Discusses the need for a student who is using computer-aided instruction to also study the actual learning process. Regardless of the superiority of the teaching materials, the restructuring of previously existing knowledge structures in the learner is difficult. Computer-aided instruction should be aimed at helping with this restructuring.…

Often, students repeat the mistakes they have made in answering exam questions, even after classroom discussion of their errors. They do not appear to have "learned from their mistakes". One possible solution is to guide students through a more active process of addressing their mistakes. We will describe a classroom study focused on the…

Offers some suggestions as to how science fiction, especially television science fiction programs such as "Star Trek" and "Star Wars", can be drawn into physics lessons to illuminate some interesting issues. (Author/KHR)

Discusses instructional approaches on how to teach introductory thermal physics. Analyzes the relationship between heat and temperature and questions to what degree physics can be simplified. (Contains 22 references.) (YDS)

Advocates the need for pupils to practice significant aspects of scientific work such as the making of epistemic (related to the nature and construction of knowledge) and methodological decisions. This requires that they work on problems and activities presented in a more open way than usual. Describes a case study. (Contains 11 references.)…

Proposes that more cost-effective physics teaching could be achieved if methods of teaching and learning were substantially revised from the point of view of the desired objectives and if teachers recognized the need for continuing professional development in this area. Also recommends more student self-assessment, both as an economical measure…

Criticizes the current method of formalization in Italian schools and the use of tools of the mathematical method. Proposes a general three-stage formalization method which can used for physical quantities, the particular significance of certain quantities, and the description and interpretation of phenomena. (TW)

Attempts to show that not only can density be taught to lower ability pupils but that by doing so, there is the possibility of assisting pupils to develop their reasoning powers. Lists teaching activities that help in this process. (CW)

Summarizes current developments in alternative frameworks research in science education. Covers concept maps, learning as conceptual change, classroom strategies, problem solving in physics and where research should be going. (CW)

Proposes the critical analysis of science fiction as a motivational enhancement for students to be strategically engaged in the learning of scientific concepts. Exemplifies this strategy with the analysis of the data presented in the science fiction short story, "Maelstrom II" written by Arthur C. Clarke, utilizing mathematical concepts…