Presents the viewpoint that science can fulfill human needs as a human activity, as a model for problem solving, and as a world view or a view of reality. Proposes a set of goals for humanized physics teaching. Suggests several approaches for infusing these goals into an overall physics education program. (TW)

Uses capillarity as an example of a problem in physics which has been explained mathematically in two different ways. Argues that only one explanation is indeed valid and demonstrates this opinion through experimentation and discussions. Proposes that mathematics should be used in physics as a tool to predict, not to explain. (TW)

Addresses the call for university undergraduate physics programs in Great Britain to be more concerned with the relationship between physics and the outside world, particularly with business and industry. Describes some of the constraints on this movement, as well as some of the strategies currently being used to overcome the obstacles. (TW)

Discusses the need for physics to be taught to individuals in a wide variety of areas. Argues that the understanding of physics concepts enhances other fields. Proposes various ways to integrate physics into other programs. Gives examples of incorporating physics into speech therapy, environmental health and medical technology programs. (TW)

Two individuals who hold university and industry appointments were asked to respond to questions on various issues related to science curriculum and instruction in Great Britain. Their responses to these questions are presented. Issues examined include 0-/A-level testing and the use of erroneous science reports in the media. (JN)

Suggests that a broad and balanced science education for all up to 16+ is a good thing, that it should be built from the bottom up, be differentiated to accomodate all abilities, and contain within it core streams in the general fields of biology, chemistry, and physics. (JN)

Suggests taking a relatively unsophisticated scientific theory and finding criticisms which could be leveled against it. Illustrates this instructional strategy by presenting a detailed criticism of the projectile theory of light. (SK)

Supporting the concept of a core syllabus, the Council of Engineering Institutions (CEI) suggests that this syllabus for A-level physics, described in the May 1980 issue of "Physics Education," occupy 65 percent to 70 percent of instructional time and that an applied physics approach with relevance to everyday life be used. (SK)

Discusses various topics in microelectronics to aid those teaching modern electronics for the first time, including, among others, the slang name "micro," attitudes of examining boards, rapid obsolescence of electronic devices, costs, analog systems, and digital systems. (SK)

Examines reasons for including microprocessors in school curricula. Indicates that practical work with microprocessors is not easy and discusses problems associated with using and constructing these control and processing devices of microcomputers. (SK)

Discusses three ways of recruiting more physics teachers in the United Kingdom. (HM)

Discusses factors affecting the supply of physics teachers in the United Kingdom into the 1980s. The overall numbers of physics teachers, age distribution of physics teachers, and three possible physics curricula with estimates of the staffing levels required are also discussed. (HM)

Discussed is the physicists' impact on the revolution in the earth sciences particularly involving the overthrow of the fixist notions in geology. Topics discussed include the mobile earth, the route to plate tectonics, radiometric dating, the earth's magnetic field, ocean floor spreading plate boundaries, infiltration of physics into geology and…

Questions whether didactic methods employed for teaching physics at the advanced level can adequately match the variety of needs of students in the contemporary context. Offers a framework for promoting a style of teaching that is responsive and versatile. Contains 14 references. (Author/JRH)

Reflects on the implications of the changes that the Dearing review proposed for 16-19 education. Attempts to stimulate further discussion on the structure and content of the 16-19 physics curriculum for the next century. (JRH)