Outlines general guidelines for teaching conceptual development in science in the United Kingdom. Focuses on the introduction of new ideas in the primary classroom. Uses two examples of teaching to exemplify how relevant ideas of science can be introduced. Discusses the teacher's role in talking ideas into existence. (BT)

Analyzes preservice Israeli elementary school teachers' conceptions of basic astronomy. Data from a questionnaire completed during the first part of the year by predominantly female first, second, and third year students indicates that there was a serious discrepancy between student teachers' conceptions of some basic astronomy concepts and the…

Presents information about watersheds including water quantity, water quality, floods and floodplains. Lists resources for learning more about watersheds as well as Internet resources. Includes a foldout that can be used to teach children about watersheds and floodplains. (JRH)

Presents an activity that combines the concepts of quantum numbers and probability locations, energy levels, and electron configurations in a concrete, hands-on way. Uses model houses constructed out of foam board and colored beads to represent electrons. (JRH)

Examines the author's discovery of elementary students' science misconceptions derived from the books she chose to share as read-alouds. Identifies three intertwining elements that might have led intelligent, curious young learners to create impossible science from these read-aloud sessions. Uses these three elements to organize personal…

Discusses how handedness at one level may give rise to handedness at another. Presents examples from plants and animals, molecules, atoms, to elementary particles. Examines the chiral symmetry in life and when it starts. (YP)

Describes several ways to partially levitate permanent magnets. Computes field line geometries and oscillation frequencies. Provides several diagrams illustrating the mechanism of the oscillation. (YP)

Describes a materials science and technology course for high school students, which combines chemistry, physics, engineering, math, technology education, and crafts to introduce students to the atomic make-up and physical properties of materials and to apply this knowledge in creative activities. (SK)

Describes a graphical method stressing the asymmetry of the classical Doppler effect in a one-dimensional case. (YP)

Shows how the thermal power developed by friction is exactly half the supplied power in the general case of a variable force of friction. Investigates the mechanism whereby one-half the input energy is dissipated as heat using mathematical expressions. (YP)

Describes three physics demonstrations: "Sticky Kinematics," dealing with motion in friction; "The Whistler," presenting a whistle-like sound of descending pitch from an iron spring; and "Magnetic Superconducter Mystery," generating a question why a magnet keeps spinning. (YP)

Points out that large earthquakes can take place not only on faults that cut the earth's surface but also on blind faults under folded terrain. Describes four examples of fold earthquakes. Discusses the fold earthquakes using several diagrams and pictures. (YP)

Training consisting of concept acquisition tasks was given to elementary and secondary students (n=175). Results revealed that none of the five- and six-year-olds, approximately half of the seven-year-olds, and virtually all of the eight-year-olds responded successfully to the training. (PR)

Describes the design, development, and validity of the Force Concept Inventory (FCI), a test designed to assess student understanding of the most basic concepts in Newtonian physics and to evaluate the effectiveness of instruction. Discusses various uses of the FCI and the interpretation of the FCI score. (JRH)

Describes the factor analysis and validity of the Force Concept Inventory (FCI), a test designed to assess student understanding of the most basic concepts in Newtonian physics and to evaluate the effectiveness of instruction. Discusses problems in the use of the FCI and urges caution in interpreting and using FCI scores. (JRH)