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Physics Education | 5 |
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Peer reviewed
Blin-Stoyle, R. J. – Physics Education, 1984
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)
Descriptors: Biology, Chemistry, Educational Objectives, Educational Trends
Peer reviewed
Kilmister, C. W. – Physics Education, 1982
Suggests that current approaches to mechanics following Newton's laws will not improve by better presentations due to conceptual difficulties of the approaches. Offers an alternative way of setting up mechanics which avoids some of the conceptual pitfalls but still requires mathematical ability. (Author/SK)
Descriptors: College Science, Force, Higher Education, Mechanics (Physics)
Peer reviewed
Gilbert, John K.; And Others – Physics Education, 1982
Implications for learning and science instruction are discussed based on the interview-about-instances technique which identified five patterns of student (7-20 year olds) understandings of the concept of force. (SK)
Descriptors: College Science, Comprehension, Concept Formation, Elementary School Science
Peer reviewed
Marx, G. – Physics Education, 1979
This paper, presented at the conference on the role of the laboratory in physics education which was held in Oxford, England in July 1978, describes the role of the laboratory in school and university physics in Eastern Europe. (HM)
Descriptors: College Science, Conferences, Higher Education, Laboratory Equipment
Peer reviewed
Zawawi, M. I. – Physics Education, 1979
This paper, presented at the conference on the role of the laboratory in physics education which was held in Oxford, England in July 1978, describes how a Malaysian University has presented electronics and the laboratory work as a forced component in physics curriculum. (HM)
Descriptors: College Science, Conferences, Electronics, Higher Education