Describes the nineteenth-century parlor trick entitled the Fluttering Heart phenomenon which uses a red heart on a bright blue background. Discusses theories concerning the apparent fluttering. Suggests doing the trick with a red light-emitting diode in a darkened room. (MVL)

Uses extremely strong neodymium magnets to demonstrate several principles of physics including electromagnetic induction, Lenz's Law, domain theory, demagnetization, the Curie point, and magnetic flux lines. (MDH)

Explores the problem-solving behavior of a university lecturer as well as that of undergraduate and graduate students. Identifies and describes 14 physical and cognitive actions employed in the problem solving. Contains 28 references. (DDR)

Analyzes students' main difficulties in learning the concept of electric field. Briefly describes the main conceptual profiles within which electric interactions can be interpreted and concludes that most students have difficulty using the idea of electric field. Contains 28 references. (DDR)

Presents the equations of motion governing the trajectory of a cricket ball subject to a linear drag force. Uses a perturbation expansion technique to solve the resulting trajectory equation for the range of a cricket ball struck into the outfield. (Author/ASK)

Analyzes didactic problems related to the inseparability of electric charge from the mass, the impossibility of its direct observation, and the meaning associated with the basic concepts of electricity. Contains 44 references. (DDR)

Demonstrates how an historical case such as the invention of the telephone can be used to teach invention and design in a way that combines engineering, social sciences, and humanities. Turns the historical problem of transmitting speech into a learning module. Contains 53 references. (DDR)

Discussion of structural knowledge assessment for large groups focuses on the features of a "KNOT" computer program which uses a network similarity index (NETSIM) to compare novice and expert concept maps. Treatment in three high school physics classes investigated reliability as well as content, construct, concurrent, and predictive…

Illustrates how a well-designed curriculum can lead students to construct an unwanted conception. Concludes that the conceptual-change-cum-discourse perspective has the potential to integrate the affordances of both methodological approaches and past empirical accomplishments. Contains 33 references. (DDR)

Provides a neurocomputational account of knowing and learning and grounds situational cognition theory in a neurocomputational model of neuronal activity. Presents the advantages of this theoretical approach. Contains 60 references. (DDR)

Describes four activities that use graphing calculators to model nuclear-decay phenomena. Students ultimately develop a notion about the radioactive waste produced by nuclear fission. These activities are in line with national educational standards and allow for the integration of science and mathematics. Contains 13 references. (Author/WRM)

Proposes a way of creating a modern scientific vocabulary in various African languages by giving scientific meaning to generally accessible words that are explanatory concepts rather than by borrowing from European languages by phonetic transcription. Describes a sample Nguni nomenclature for physics. (Author/WRM)

Discusses some of the differences between the ways mathematicians and physicists view vector calculus and the gap between the way this material is traditionally taught by mathematicians and the way physicists use it. Suggests some ways to narrow the gap. (Author/ASK)

Probes student views about knowing and learning physics with the Views About Science Survey (VASS). Employs six conceptual dimensions classified into the four distinct profiles of expert, high transitional, low transitional, and folk. Contains 42 references. (DDR)

Presents relatively simple experiments that allow students to see inductive current and electromagnetic force caused by the earth's magnetic field. (WRM)