Investigated the extent to which differences in problem-solving performance of stronger and weaker novices in physics arise from differences in amount of domain knowledge, in how domain knowledge is organized, and in the strategic application of domain knowledge. Differences were observed in how 10 university physics students solved easy and…

Presents and explains motion illusions that show how the eye and mind can fool the viewer into seeing or interpreting information that is different from the actual images presented. (PR)

Presents some simple demonstrations that students can construct for themselves in class to learn the difference between diffusion and convection rates. Uses cabbage leaves and gelatin and focuses on diffusion in ungelified media, a quantitative diffusion estimate with hydroxyl ions, and a quantitative diffusion estimate with photons. (DDR)

Describes an initiative to develop and incorporate early Chinese scientific ideas into the teaching of physics in Hong Kong schools. Provides the background and rationale for the development and gives as an illustration an account of some of the scientific ideas included. Ideas include the Chinese magic mirror, force and motion, and atomic theory.…

Explores the issue of physics laboratory work for engineering students and discusses the design, implementation, and evaluation of a laboratory program developed for first year engineering students. (DDR)

Describes an Internet-based course in Beam Physics offered at Michigan State University (MSU) as part of the Virtual University Degree program. Discusses the importance of local contact persons, technical aspects, equipment, the Internet-based homework assignments, difficulties encountered, and future activities. (Author/AEF)

Argues that deficits in basic arithmetic make it difficult for students to continue in mathematics and succeed in subjects such as chemistry and physics. Focuses on the state of the basic arithmetic skills of inner-city students. (DDR)

Addresses the interface between two scientific disciplines, chemistry and physics, and suggests that learners do not readily integrate their knowledge across such domains. Recommends further research on how demarcations encourage learners. Contains 46 references. (DDR)

Assesses the subject-matter competence in physics of inservice junior secondary science teachers in Hong Kong. Concludes that teachers lack subject-area knowledge. Discusses general implications for educational improvement. Contains 41 references. (DDR)

Defines Cascade's model of learning. Evaluates Cascade's model of rule-learning events by analyzing those gleaned from protocols of physics students solving problems and studying examples. Suggests ways that instruction can be improved to increase both the quantity and depth of learning events. (Author/CCM)

Key aspects of student difficulty with proportional reasoning can be understood only when the social and cultural contexts in which it is embedded are considered. A constructivist, interpretive case study provided insights into physics students' associations between cultural heritage, world views, societal expectations, authoritarianism,…

Argues that the only reason to ask students to plot graphs manually should be to have them learn the skill of plotting graphs manually. For data-analysis purposes, the use of computer-generated graphs has several advantages and few disadvantages over manual plotting. (Author/WRM)

Advocates the use of subscripts in the formula for relativistic velocity addition to minimize student confusion. (WRM)

Presents three examples of hands-on experiments that use an inexpensive magnetic-field sensor to quantitatively study magnetic fields. (WRM)

Describes students' reactions to a university physics class for engineering majors that was built around cooperative learning activities. Finds that student feedback supports research claims made about the learning benefits of this teaching method. (WRM)