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)

Describes the balanced curriculum proposed by the Schools Council, activities taken by the Committee of Independent Learning in Science, and suggestions for material development made in an A-level physics workshop. Indicates that the general rather than specific objectives should be stressed to broaden the scope of physics teaching. (CC)

Examines the current low rate of enrollment in physics courses and cites some causes for this phenomenon. Questions the goals of physics education as these relate to the needs of society, and proposes changes. (CP)

Discusses the existing design of some undergraduate physics courses, and outlines the general aims which will give the development of a physics curriculum a definite direction and approach. (GA)

States that the trend for education to reproduce its structure on a continuously increasing scale will come to an exhaustion point due to social, economic, human and practical constraints. Believes only intensive and sustained research will develop a learning society in which work, leisure and learning are balanced. (CP)

Reviews the historical development of physical science teaching at Winchester College with emphases upon practical problems encountered in the early introduction of science curricula to the school system. (CC)

Examines several areas to be considered in developing physics syllabi. They include (1) the objectives of physics teaching and learning; (2) physics as an experience, based on realistic expectations of what 14- to 16-year-olds are capable of; and (3) the kinds of experiences in which students can succeed (including computer experiences). (JN)