Compares the ideas of young people about Newton's third law, focusing on youth of today and youth of the 17th and 18th centuries. Examines the use of Newton's third law in understanding impact phenomena in the 17th and 18th centuries. Contains 46 references. (DDR)

Analyzes the problem students have in learning the Theory of Relativity. Points out that the results of the study are ambiguous and intriguing. Describes the publication of Lorentz's Transformation Equations, the presentation of two postulates by Einstein, and the rejection of the Electron Theory and the final acceptance of the Theory of…

Analyzes didactic problems related to the inseparability of electric charge from the mass, the impossibility of its direct observation, and the meaning associated with the basic concepts of electricity. Contains 44 references. (DDR)

Traces the evolution of physics teaching and research in Bucharest and Jassy, the two most important Romanian intellectual centers. Reports on three stages of historical development and selected biographies of Romanian scientists are included. (DDR)

Outlines and defends claims about the metaphysical nature of the theory of Democritus; the modified theories of Gassendi, Boyle, and Newton; and the chemical atomic theory of John Dalton. (DDR)

Argues that discussing theories, including their origin, development and replacement by other theories, can help students understand both the objective and subjective aspects of the scientific process. (DDR)

Argues that Albert Einstein preceded Karl Popper in formulating the fundamental premises of hypothetism. Presents the original text and ideas from an article published by Einstein in 1919. (DDR)

Provides historical information on the incorporation of physics as a subject into secondary schools in Spain. Cites religious and political tensions as early roadblocks to curriculum development. (DDR)

Offers a critical examination of some of the basic claims of studies that employ ideas from social constructivism and the sociology of scientific knowledge. Argues that social constructivism cannot explain some of the most characteristic features of the physical sciences. Contains 26 references. (DDR)

Describes the first moon-radar echo experiment conducted by Zoltan Bay in Hungary and comments on Bay as a model for contemporary physics education. (DDR)

Addresses two research questions pertaining to the search for students' potential alternate conceptions within the history of science and the possibility of helping students overcome these misconceptions through historical experiments. Contains 19 references. (DDR)