Describes a study that illustrates that collaborative-thought experiments are emergent phenomena triggered by events as a whole rather than being predesigned. Points out that participants gradually adopt shared graphical representations and meanings. Contains 28 references. (DDR)

Investigates students' responses to presentations of experimental results that conflicted with their preconceptions regarding electric circuits, and how those responses varied according to the type of inquiry skills required to obtain the results. Contains 24 references. (DDR)

Examines the principles of diffusion and how it may be confused with convection. Suggests that educators may be misleading students and clouding their understanding of the process. Provides two contemporary examples to explain the process of diffusion and how it differs from convection. (Author/CCM)

Examines the mathematical process used by students when solving physics tasks that require proportional reasoning. Investigates students' understandings and explanations of their mathematical processes. (Author/CCM)

Describes a simple and inexpensive procedure for constructing a circuit element that will allow for continuously variable and precisely controllable low direct-current voltages. (WRM)

Outlines research that details the mathematical difficulties of physics students. Discusses various methods to overcome these difficulties. Results show the encouraging successes of these projects and a way forward for A-level physics teaching. (Author/CCM)

Describes how one professor makes his physics course relevant to pharmacy majors. The course emphasizes the relation of basic physics concepts (like forces and thermodynamics) to the human body and uses problems drawn from the medical profession. Student course evaluations show a favorable view of content learned and its relevance. (DB)

Addresses deaf pupils' conceptions of directly-observed phenomena of the earth and sky. Studies 7-, 9-, 11-, and 17-year-old deaf pupils and uses 9-year-old Norwegian pupils with normal hearing as the control group. Reports that the children's conceptions are scientifically accepted. Indicates that the shape of the sign representing an object may…

Finds that students encountering thermal physics at the introductory level often have difficulty distinguishing between heat and temperature. Argues that challenging misconceptions through experiment and discussion can quickly enable students to develop an understanding of thermal physics. (Author/CCM)

Reports the findings of research into students' understanding of tides. Students from secondary school and pre-service primary school teacher trainees were chosen as subjects and their understanding was assessed by questionnaire. (Author/CCM)

Argues that physics education reform has been focused on classroom-based innovation rather than on the more political and institutional conditions required for long-lasting change. Stresses that reformers should pay attention to exogenous variables that get in the way of real reform. (Author/CCM)

Finds that first-year college students can understand in detail the origin of the equivalent mass. Provides both a simple calculation derivation of this result as well as a noncalculus derivation. Argues that for every soft spring, the equivalent mass should be somewhere between m0/3 and m0/2. (CCM)

Describes a laboratory exercise to supplement or replace more traditional force table experiments, and adds real-world examples to this part of the introductory physics course. (CCM)

Presents a collection of curious findings from one of the first textbooks studied, a 1958 edition of a fairly popular text. Concludes that the book presents a chance for teachers to enrich their physics classes. (CCM)

Provides an excerpt of Galileo's description of his inclined plane experiment. Describes the replication of Galileo's inclined plane experiment by students at Rice University (Texas) using an Internet site called the Galileo Project; then describes the authors' replication of the Project. (AEF)