Transfer of learning, the application of learning to different contexts over time, is important to all learning for development. As 21st century skills specifically aim to be "generic," there is an assumption that they can be transferred from context to context. We investigate the process of transfer in problem solving, with specific…

This article reports on the explicit introduction of metacognitive strategies by an early career science teacher to support the application of mathematics skills. The research investigated the effectiveness of these strategies with three Year 11 physics students using an action research approach. Quantitative and qualitative data were collected…

We have developed and demonstrated the effectiveness of a set of online interactive learning modules to accompany physics courses at first- and second-year university levels. Students access the modules prior to attending lectures to familiarize themselves with content which is then discussed and reaffirmed in class. Student surveys and access…

To succeed within scientific disciplines, using representations, including those based on words, graphs, equations, and diagrams, is important. Research indicates that the use of discipline specific representations (sometimes referred to as expert generated representations), as well as multi-representational use, is critical for problem solving…

The purpose of this study was to investigate how WebQuests can be used in physics classes for teaching specific concepts. The study had three stages. The first stage was to develop a WebQuest on Newton's second law. The second stage involved developing a lesson plan to implement the WebQuest in class. In the final stage, the WebQuest was…

This article discusses the findings of a recent study which demonstrates that generic attributes are highly context-dependent, and are shaped by the disciplinary epistemology in which they are conceptualised and taught. Generic attributes have, for a long time, been viewed as super-disciplinary, and hence as separated from and overlayed onto…

In a study to assess how effectively undergraduate physics studies have prepared students for the workplace, we attempted to locate and interview traditional 3-year or 4-year physics students who had graduated in the past five years (2000 to 2004), and the employers of these graduates. The study was limited to recent graduates who have majored in…

This study investigated problem solving skills in mechanics problems that required the use of diagrams. These skills were examined in two ways. First, the study examined student problem solving skills using solution scripts from the Western Australian Tertiary Admission Examination in physics. Solution attempts by students in the 1978 and 1979…

Investigates the effect of the presence of context in physics problems by comparing the performance of physics students (n=8) on two sets of matched problems. Results indicate that the students performed better on the tasks with context. Reports that real-life context plays an important role in the ability to visualize the problem. (JRH)

Describes a laboratory-based program in physics designed to help students build effective links between the mathematical equations used to solve problems in mechanics and the real world of moving objects. Conducts the study among senior college students and points out the value of laboratory work in science education for development of thinking…

We report on a study of what happened when we recycled a conceptual examination question in a first-year university physics course. The question, which was used for three consecutive years, asked about an astronaut's experience of weighing in an orbiting space-craft. The original intention was to use a phenomenographic approach to look for…

The process of students' conceptual change was evaluated during a computer-supported physics unit in a Grade 10 science class. Computer simulation programs were developed to confront students' alternative conceptions in mechanics. A conceptual test was administered as pre-, post-, and delayed post-tests to determine students' conceptual change.…

Discusses the meaning of a "contextual approach" to teaching physics. Advances a model of contextual physics teaching that can also be applied to other science disciplines. (Contains 54 references.) (Author/WRM)

The situation regarding each Australian State's secondary physics syllabi are summarized. The planning directions necessary to keep such syllabi relevant to the changing needs of Australian secondary students are discussed. Factors influencing the implementation of these physics courses are described. (KR)