Describes the English Educational System, and contrasts the way physics is taught in the U.S. system on the following points: maturity, graduation requirements, laboratory work, student motivation, availability to students, and passage to higher education. (MDH)

Provided is a perspective on the teaching of a unit on the Earth in space. The themes to be found within the unit, approaches and resources that can be used for teaching and learning the subject, and some of the typical ideas that children hold about astronomical subjects are provided. (KR)

At Dickinson College (Pennsylvania), a workshop approach to teaching introductory physics, in which students alternate hands-on experience and theoretical discussion, has been effective in improving student attitudes toward the subject, helping students master concepts considered difficult to teach, making students comfortable with laboratory…

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)

Discussed is how modern physics is usually approached via the photoelectric effect and how this can lead to a physically wrong picture of light. The importance of using the quantum theory developed after 1920 to explain the properties of light is discussed. (KR)

Described is the use of computer software, with and without guiding text, for a simulation that presents processes related to electric charges and electric forces underlying the electric-pendulum phenomenon. Included are methods for integrating this simulation with actual middle-school science class demonstration. (JJK)

A phenomenological explanation of this effect is provided. Suggestions for the inclusion of pyroelectric effects into a unit on electrostatics are given. (CW)

Four college educators critically examine an interaction in an introductory college physics classroom (HE 532 013). They explore the role of prior knowledge and new learning in the classroom discussion, misconceptions, the nature and content of the discussion, classroom techniques, use of language, and the process of concept formation. (MSE)

Reviews international studies that show that girls have a poorer command of physical concepts than boys. Examines factors that might explain this phenomenon and discusses whether or not boys have different learning styles than girls. Recommends that science course content must be structured to fit girls' skills and interests. (CFR)

Survey results contrast teachers' (n=159) knowledge and understanding with the understanding levels expected by England's science National Curriculum. Teacher's understanding with respect to the concepts of force, energy, and changes in materials are discussed. (Contains 29 references.) (MDH)

Discusses (1) the need for teachers to understand student conceptions; (2) alternative conceptions that students formulate; (3) changing conceptions; (4) representing conceptual knowledge for studying conceptual change; (5) strategies for inducing change; and (6) a taxonomy of conceptual change. (Contains 61 references.) (MDH)

Describes the "Physics by Inquiry" course that is designed to address student misconceptions. Explains how the course was taught at the University of North Carolina at Greensboro for teachers and how it was taught at Ohio State University for elementary-education majors. Concludes the course is exportable to many different environments…

Discusses the current and future roles of two-year colleges in science, mathematics, and engineering education. (PR)

Describes a course that bridges the gap between pure science and pure technology called Pre-Engineering. This course gives junior and senior students a chance to investigate the possibility of choosing engineering as a major in college as well as to experience hands-on activities, projects, laboratories, problem solving, and computer simulations…

Factors that may affect success in high school or introductory college physics typically include cognitive structure such as formation of problem-solving schemata, visual-spatial abilities, induced cognitive structures of sex roles, and such external factors as teaching style and curriculum. All are important in passing a physics course as…