Discusses difficulties physics students face in understanding physics formulas and equations as a result of placing too much emphasis on the mathematical formulation. Examples are cited to show that use of equations in physics should not be looked upon as primarily a mathematical exercise. (HM)

Compares between the component and the modules (system) approaches which are used to teach electronics at Croydon High School, Australia. The author presents some personal views from his experience of teaching both ways. (HM)

Discusses the use of toys to teach physics. Potential advantages and disadvantages of using toys in the physics classroom or laboratory in addition to some demonstrations and experiments that use balls, cars, and musical toys are also presented. (HM)

Describes how some experiments in physics can be presented in class using cheap materials. How to produce an electrostatic charge using a polythene bottle and how to make a tissue paper electroscope using a tin can are among the experiments described. (HM)

The article outlines and explicates a number of principles derived from developmental psychology in relation to their applicability in science education. It is shown that these principles are at variance with those derived from the classical schema of the scientific method. (Author/MA)

A teacher's viewpoints and comments on the core syllabus for A-level physics which appeared in the May 1980 issue of "Physics Education" are presented. (SK)

Summarizes a university professor's viewpoints and comments on the advantages and disadvantages of the core syllabus for A-level physics presented in the May 1980 issue of "Physics Education." (SK)

Summarizes the viewpoints and comments of a science educator on the core syllabus for A-level physics which appeared in the May 1980 issue of "Physics Education," including the nature of the syllabus, its lack of clarity or detail, and its lack of scope. (SK)

Describes simulation games involving random phenomena concepts. Reviews the role of such games in teaching abstract scientific concepts. (SK)

A questionnaire was administered to first-year biology, physics and chemistry students in an Israeli university to assess their views on the nature of the contribution made by their high school courses to college achievement. Results indicate that high school curriculum influences attitudes, knowledge retention, expectations, and achievement in…

Analyzes the relationship between learning objectives and assessment items for Technical Education Council physics courses. Suggests improvements. (SK)

Provides results of a comparative study of differences between Israeli (N=628) and U.S. (N=302) students in their perceptions of science classroom behavior. Dependent variables were a role-specific self-concept score and rank orders of behavior statement items, and independent variables were country of student and grade level. (CS)

Describes an apparatus and procedure for conducting an undergraduate laboratory experiment to quantitatively study the Hall effect in a plasma. Includes background information on the Hall effect and rationale for conducting the experiment. (JN)

Illustrates common mistakes teachers usually make when discussing physical phenomena. Presents correct and incorrect explanations for five common science demonstrations. (SK)

Describes an undergraduate experiment which measures the energy gap in silicon and germanium. Theory, procedure, and results of this experiment are included. (HM)