The Institute of Physics curriculum committee has been looking at ways of framing schoollevel physics so that it gives students a rewarding and productive experience of physics and leaves them with positive views of the discipline and its cultural contribution, as well as lasting and detailed skills, knowledge and understanding. The result is some…

As part of its National Science and Engineering Week activities in 2009 and 2010, the University of Reading organised two open days for 60 local key stage 4 pupils. The theme of both open days was "How do we predict weather and climate?" Making use of the students' familiarity with weather and climate, several concepts of relevance to secondary…

Proposes that science teaching be based upon experimental work of the students, but most Italian schools are not equipped for this. This implies the development of inexpensive kits and syllabuses which can realistically be used in the schools. Provides one example of a suitable kit for individual experiments on electricity and magnetism. (GS)

Describes the development, content, and rationale for a high school physics course, called Electronic Systems. It can be useful for college-bound students as well as for vocational education students. (GA)

Examines the American high school system, focusing on Advanced Placement (AP) physics, and the role of specialist mathematics, science, and technology high schools. Considers how these ideas could contribute to science curriculum development in Great Britain. (DDR)

Presents Unit Nine Change and Chance of the Nuffield Advanced Physics, dealing with energy conservation, and a novel statistical approach to diffusion, thermal equilibrium and thermodynamics. Information about energy resources, alternative sources of energy, and energy-cost of materials are also presented. (HM)

Describes the physics teaching conditions at Solihull Sixth Form College, a comprehensive secondary school in the County Borough of Solihull, United Kingdom. Available physics course, timetable, teaching system, laboratories and study rooms, and future developments are also discussed. (HM)

Presents eight separate articles on science education. Topic areas addressed include: an inservice course in primary science; improving physics teaching; reducing chemistry curriculum; textbook readability measures; school-industry link for introductory engineering; local education authority initiatives in primary school science; and "Winnie…

Explores parallels between understanding of chemistry for younger teenagers with the learning of a language by younger children. Also discusses: (1) teacher perspective and the development of core science; (2) religion and science; and (3) the physics examinations of the Department of Science and Art. (JN)

Describes (in separate articles): computer simulations in science education; how junior high school students revised an experiment; a framework for assessment in science; physics, relevance, and understanding; a science module for a sixth form general studies course; and assessment of providing science education for the 16-19 age group. (JN)

An astrophysics course based on the constructivist approach to science teaching is described. The study of galactic structure is given as an example. Direct experiences and observations, representative-symbolic language, organized knowledge, and formal strategies are emphasized. (KR)

Argues that physics should be made more attractive to young people by linking the teaching of it to the real world and human culture. Focuses on the results of an initiative to reform physics education. (DDR)

Outlines an ideal physics curriculum where key ideas are learned using an apprenticeship model. Discusses the implications of a shift towards Internet-based learning. (DDR)

Described is a curriculum development project aimed at stimulating girls' interest in physics with a view to encouraging more girls to pursue the subject further. Included are the background information, implementation, and implications for science teaching. (KR)

Exposes concerns related to physics in the period of mandatory education levels. Discussed are primary science, the transition from primary to secondary, content and process, double award GSCE science, science and technology, and reform of GCE advanced level. Argues toward a reappraisal of the mechanism for curricular reform. (CW)