Of the eight practices of science identified in "A Framework for K-12 Science Education" (NRC 2012), helping students develop and use models has been identified by many as an anchor (Schwarz and Passmore 2012; Windschitl 2012). In instruction, disciplinary core ideas, crosscutting concepts, and scientific practices can be meaningfully…

The American Association of Physics Teachers (AAPT) mission is to enhance the understanding and appreciation of physics through teaching. Embracing the notion that physics understanding is critical to the wellbeing of society, AAPT is committed to serving its members and the larger community by promoting effectiveness in physics teaching for…

Wireless communications are ubiquitous. Students and teachers use iPhones[R], BlackBerrys[R], and other smart phones at home and at work. More than 275 million Americans had cell phones in June of 2009 and expanded access to broadband is predicted this year. Despite the plethora of users, most students and teachers do not understand "how they…

A short description of the availability of Harvard Project Physics course components is given as is a discussion of the growth of the use of Project Physics in schools, including some enrollment data and survey results. Locations of the 1970 and 1971 Summer Institutes are listed. Adaptations of Project Physics course outside the United States are…

A description of the Nuffield approach to Physics for students 11-16 years of age, a discussion of the possible entry points to the program provided for the five years of British secondary schools before the "O"-level examination, an account of the type of examination to be expected, and estimates of the cost of introducing the program…

Describes a project intended to discover whether a tangible problem exists for physics students in the transition from public school to a university. (PR)

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

From an organizational point of view, a new high school physics program was developed. The teaching load was divided between two teachers. Benefits of the program were more preparation time for teachers and better student motivation. (PS)

Described is the development of individualized materials for three different physics projects; all three proceed concurrently in a single classroom. The key element in the program is complete abandonment of the traditional lecture presentation. (DF)

Describes an individualized instruction physics program. Characteristic features of program include topics relevant to students and study in an area' rather than a strict subject discipline. (PS)