Descriptor
| College Science | 3 |
| Higher Education | 3 |
| Physics | 3 |
| Science Education | 3 |
| Energy Conservation | 1 |
| Evaluation | 1 |
| Instruction | 1 |
| Mechanics (Physics) | 1 |
| Multiple Choice Tests | 1 |
| Science Curriculum | 1 |
| Science Instruction | 1 |
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Source
| Physics Education | 3 |
Author
| McClelland, G. | 3 |
Publication Type
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
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Peer reviewedMcClelland, G. – Physics Education, 1975
In addition to two misapprehensions, that the earth is uninvolved in many physical phenomena and that it is infinite and unmoving, physics students often believe that the earth, without expending energy, can push things along its surface, giving rise to accelerations. (MLH)
Descriptors: College Science, Energy Conservation, Higher Education, Instruction
Peer reviewedMcClelland, G. – Physics Education, 1978
Reviews techniques to consider when writing multiple-choice objective test items. (SL)
Descriptors: College Science, Evaluation, Higher Education, Multiple Choice Tests
Peer reviewedMcClelland, G. – Physics Education, 1983
Discusses the role of history, philosophy, and social implications of scientific ideas and advances related to the physics curriculum, considering who should teach what, to whom, and when. Suggests that physics teachers should have a deep and abiding interest in the history, philosophy, and social implications of science and technology. (Author/JN)
Descriptors: College Science, Higher Education, Physics, Science Curriculum
