The idea that children develop their own alternative conceptions of mechanical principles that can interfere with their learning of school physics is well recognized, and not only within the physics education community. "Intuitive physics" is one of three domains of "folk" science commonly acknowledged--the others being folk biology and folk…

The making of microscope devices using inexpensive or recovered materials is demonstrated. Examples of images illustrating the performance of such devices are presented. As a project at the undergraduate level, the task is effective in acquiring familiarity with optical imaging concepts and their practical implementation in the laboratory.…

Given that enhancing the motivation of young people for science is a widely shared goal, the question posed is how to raise intellectual satisfaction among students by showing the consistency and conciseness of physical theories. I argue that certain rituals in our teaching practices can make physical theories seem inconsistent, even absurd. Using…

Quantum mechanics is often thought to be a difficult subject to understand, not only in the complexity of its mathematics but also in its conceptual foundation. In this paper we emphasize students' depictions of the uncertainty principle and wave-particle duality of quantum events, phenomena that could serve as a foundation in building an…

Suggests that the subject of time travel is the best topic to introduce ideas behind some of the most beautiful and fundamental theories about the nature of space and time. Explains the distinction between the two directions of time travel and how relativity theory forced the abandonment of Newtonian notions about the nature of time. (Author/KHR)

Selection is the key to learning from the huge amount of information on the Internet. Describes how teachers can use a school Intranet or website to organize resources and direct students to the best interactive and educationally appropriate pages. (Author/MM)

Students need to do more than just look at web pages to learn from the Internet, they also need to interact and communicate with others. Describes ways to use resources from the internet in physics teaching. (Author/MM)

The 20th century brought great changes. Scientific advances have improved transport, communication, and information for millions but the development of nuclear and other weapons of mass destruction has threatened us all. Now we must continue our first steps towards a war-free world by developing a loyalty to humanity. Scientists must accept…

The introduction of citizenship as a National Curriculum subject in English schools offers new opportunities for the effective teaching of science. Presents some challenges for busy physics teachers and the resources available to support them. (Author/MM)

Advocates teaching as a research-based activity. Describes the national curriculum in English Schools and compares it with curricular development in New Zealand. Recommends inservice training (InSET) to ensure teachers' confidence in presenting scientific ideas. (Contains 25 references.) (YDS)

The disappointingly small number of girls studying science was highlighted in this journal 20 years ago. Looks at progress in bringing girls into science education and women into science-based employment. (Author/ASK)

Argues that although findings of the educational research are very valuable in physics education it is not the most important element to improve education. Discusses comparisons of students' academic achievement from an international perspective, students' understanding of scientific concepts, and research and practice in physics education.…

Suggests that the physics that students find interesting and absorbing is not necessarily that which curriculum planners think it ought to be. Finds that what is crucial is thorough preparation, equipment that works, and the support of a skilled laboratory technician. (Author/CCM)

University students' answers to a "Minds on Physics" problem revealed six distinct approaches to the solution. Discusses implications for teaching and assessment. (Author/WRM)

Examines the issue of learning physics content through real-life contexts. Considers two projects--one from the United Kingdom, the other from Australia--that use a context-based learning approach. (Author/CCM)