It is generally believed that students should use multiple representations in solving certain physics problems, and earlier work in PER has begun to outline how experts and novices differ in their use of multiple representations. In this study, we build on this foundation by interviewing expert and novice physicists as they solve two types of…

This paper examines the nature of physics students' knowledge, the means to identify alternative conceptions, and possible methods to overcome misconceptions. This examination is a survey of the techniques and ideas of a large number of researchers who are seeking their own solutions to this problem. An examination of the nature of knowledge…

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)

Examines third year university physics students' use of models when explaining familiar phenomena involving interaction between metals and electromagnetic radiation. Concludes that few students use a single model consistently. (Contains 27 references.) (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)

This research study focused on the knowledge structure of the domain of physics by describing the knowledge of experts, intermediates, and novices. In order to investigate these representations, a reiterative categorization task was employed using novice, intermediate, and expert subjects (N=27). The categories were classified as theory-, model-,…

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)

Presents a series of standard demonstrations as examples of activities that can be used to introduce multiple concepts and tie different sections of an introductory physics course together. Contributes to changes in classroom dynamics by stimulating student engagement and encouraging inclusivity. (Contains 23 references.) (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)

Examines quantitative models in school physics, looking particularly at the degree to which they match the real world. Explores the positive aspects of a mismatch between models and real world conditions. (DDR)

Identifies middle school and college students' prior ideas about electrostatic induction. Presented students with observational evidence that supported or refuted their own prior ideas in an interview format. Concludes that the Lakatosian rather than the Popperian view is more acceptable in understanding students' responses to conflicting…

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)