Differences in the kinds of knowledge validation processes, truth criteria, and other factors associated with knowledge production are presented for five disciplines (physics, engineering, psychology, education, and English literature), and implications for improving instruction are examined. It is concluded that faculty must understand the…

Presents a study involving students (n=46) enrolled in an introductory physics course designed to describe and understand students' experimenting and problem-solving strategies in a constructivist learning environment. Concludes that students should be provided with problem-rich learning environments in which they learn to investigate phenomena of…

Presents the work of Newton in thermometry and argues that it is a quite distinguished work in this area and exemplifies Newton's brilliance as an experimenter. (PR)

Illustrates developmentally appropriate physics activities for young children. Addresses ways that teachers can use the environment to teach physics and answers the questions: What is the value of physics for young children? What are criteria for developmentally appropriate physics activities? How does one integrate physics into a project or unit…

A three-year experiment was carried out with the goal of helping low achieving high school students progress to matriculation level. Results show a change in the class atmosphere, and students' self-image and motivation improved. High achievers in technology studies in mechanics increased, and nonmatriculating students decreased. (LZ)

STEP UP (Southern Tier Educators' Program for Understanding Physics), a cross-district, K-12 science teacher network devoted to physics was formulated. Key characteristics, funding sources, staff development formats, and growth indicators are outlined for others interested in replicating and/or expanding on the network in their home region. (LZ)

Examines the role of social interaction as a facilitator of learning in general and conceptual change in particular. Three conditions are proposed as necessary for social interaction to facilitate knowledge construction--horizontal information, comparable domain knowledge, and availability of cognitive tools. Suggests that these conditions assure…

Analyzes a short excerpt from a high school physics class discussion to consider the value of the students' work as inquiry and to illustrate a teacher's negotiation of the tension between inquiry and traditional content-oriented concerns. (MDM)

The introduction and six articles of this special issue focus on curriculum evaluation in the Netherlands, reviewing approaches and results in the nation overall, and in the specific areas of physics, mathematics, and English. The use of innovative approaches and practice profiles is also explored. (SLD)

Describes personal experiences of a participant in the National Science Foundation program, Teachers Experiencing Antarctica. Uses the study of the temperature history of Taylor Dome to provide teachers with the experience of research and help other teachers recognize that there are opportunities outside the classroom for personal and professional…

Investigated the problems chemistry majors have with learning distillation concepts in traditional chemistry laboratory courses. Reports that students take the generalized concepts at face value, construct decontextualized concepts for distillation, and cannot interpret their observations or make reasoned decisions based on the theoretical…

Provides an overview of physics teaching in Canada. Responds to questions involving the curriculum, efforts to promote gender equity, teaching methods, high school physics teachers, physics teaching organizations, and educational trends. (27 references) (MDH)

Chinese "magic" mirrors are made from bronze with the front side a mirror and the reverse side a molded image. When light is reflected from the mirror,the image on the reverse side appears. Discusses reflections of conventional mirrors, possible explanations for the magic mirror phenomenon, and applications of the phenomenon to…

Describes the distributed practice technique to review course material. Results of a study to compare distributed practice to massed practice indicated that students using the distributed practice technique scored significantly higher when tested two months after practice was completed. (MDH)

Presents examples of physics as applied to the sport of skiing. Examples examine the physics of sliding, unweighting, ski turning, wind resistance, the parabolic and circular motion of aerial skiers, and the aerial maneuvers of ski jumpers. (MDH)