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Mathematics is an essential element of physics problem solving, but experts often fail to appreciate exactly how they use it. Math may be the language of science, but math-in-physics is a distinct dialect of that language. Physicists tend to blend conceptual physics with mathematical symbolism in a way that profoundly affects the way equations are used and interpreted. Research with university physics students in classes from algebra-based introductory physics indicates that the gap between what students think they are supposed to be doing and what their instructors expect them to do can cause severe problems. (Contains 7 figures.)

This paper describes the Introductory Physics I and II courses taught by the author via the Kentucky Community and Technical College System's Kentucky Virtual University (KYVU). Students can register for a KYVU course either online or at their local college. Because many of the students are not highly computer literate, and they may be working on older machines, the courses do not require the latest software options. The author found some students had difficulty obtaining textbooks, and thus suggests that they order the books from his college's bookstore. The textbook used includes a CD. The class schedule includes a start-up week, which allows students the time to examine the materials and get a feel for the Web site, and to allow for late registrants. Exams are conducted online, and are unproctored. Homework is e-mailed to the instructor. The course includes a discussion feature that allows students to correspond in asynchronous time, and a chat feature that allows synchronous discussion. Because of the scattered geographic locations of students, the author chose activities that could be performed using inexpensive equipment that is readily available to students. The author surveyed students who took the course in spring 2002. The return rate was 30%. More than 78% of those students rated the class as excellent, and the successful completion rate for all sessions was 63%. (NB)

This paper presents an overview of research on physics problem solving using verbal protocols. It asserts that the understanding of physics problem solving strategies enables researchers to write computer programs, which can automatically solve physics problems without the users having to be experts in physics. This, in turn, can generate more effective teaching methods for physics courses because such programs can be the basis for computer-assisted instruction, or CAI. This type of instruction combined with the program could answer questions about solving various physics problems and could also have the ability to analyze where the student went wrong in his or her solution(s). It is for reasons such as these that it is important to enhance the amount of research going into physics problem solving strategies. (Contains 12 references.) (YDS)

The presentation of physics content knowledge in conjunction with the lack of examples in solving problems leads high school students to struggle with mathematical problem solving in physics courses. This paper explains the importance and necessity of having mathematical courses for all high school students. (YDS)

This paper considers what physics can offer students, both as physics majors and in other sciences. The recent increases in the technological character of the workplace appear likely to continue, leading to increasing numbers of individuals who should learn something about science. For many of these people, understanding the character of science, including learning new ways to think about and analyze the physical world, is an essential component of what they need to learn. In the next few years, there will be a need to figure out exactly what can be usefully taught and how to do it effectively in the short time that students are in a physics class. The critical information for this discussion comes from a careful consideration of what it means to think about and understand science and from careful observations of the actual thinking processes of incoming physics students. (Contains 25 references.) (Author/DDR)

This document explains the importance of problem solving in the high school physics curriculum and points out the lack of opportunities in textbooks for students to practice their problem solving skills. The necessity of having introductory-level work texts cannot be ignored and having a work-text book would be beneficial from the teachers' point of view. (Contains 12 references.) (YDS)

This paper discusses the difficulties in transforming the knowledge of science into school knowledge, which is based on the interconnection of scientists/researchers, teachers, and students. Some factors should be taken into consideration during the transformation of scientific knowledge into school knowledge, including the complexity of science tools, limits of human senses, and students' mental capacities. (Contains 21 references.) (YDS)

In this American Institute of Physics report, three questions are addressed: 1) What are the goals of undergraduate physics curriculum? 2) What are the common career paths of physics bachelors? 3) How well does the physics curriculum prepare our bachelors for these careers? The paper suggests that physics curricula 1) provide students with a knowledge of physics, 2) provide students with a set of skills that are important in a good physicist, and 3) provide students with educational experiences that develop the traits important in a good scientist. Data are presented on the career choices of physics degree recipients. Physics graduates pursue a variety of careers in today's job marketplace. They value skills acquired through study of physics, however job skills valued in the job market are not part of the curriculum. According to data, about a third of physics graduates enter the labor force with only a bachelor's degree. Over a third pursue master's degrees, and about one quarter receive Ph.Ds. Six tables and three figures are included, and present data on career choice, important skills, and work environment, and provide information on the link between physics education and career. (HB)

Individual teachers of college level physics sometimes develop deep insights into how their students learn and what elements of classroom instruction are valuable in facilitating the learning process. Yet, these insights rarely persist beyond the individual instructor. Educational methods seem to cycle from one fad to another, rarely cumulating increasingly powerful knowledge in the way scientists expect understanding to grow. This paper explores the character of our understanding of the physical world and of teaching about it. The critical factor is using "the culture of science", the set of processes that allows us to build a community consensus knowledge base. Elements of the beginning of a base for our educational knowledge are discussed, and examples are given from discipline-based physics education research. (Contains 52 notes.) (Author/NB)

This paper summarizes two examples in order to predict which of Gage's three scenarios about possible histories of education research will occur. A prediction of educational research for the year 2009 is also made. (KHR)

The last two decades have witnessed a growing trend away from the traditional modes of instruction in physics courses at all levels, from high schools through universities. The reasons for this, as well as some commentary on several non-traditional styles of physics instruction, are presented in this paper. The article does not attempt to promote any one style over another because it is clear from numerous sources that almost any form of interactive learning produces improved conceptual understanding. The purpose of this paper is to discuss some of what is currently being done in physics education and to impart some quantitative results. The paper also reports on the following non-traditional teaching/learning styles: (1) Peer Instruction (Lectures consisting of short presentations on key points followed by a Concep Test, which students formulate answers for and discuss with each other); (2) Collaborative Instruction (Students taught using a non-traditional style make use of collaborative exercises based upon lecture materials); (3) Overview Case Studies and Active Learning Problem Sets; (4) Tutorials; (5) Workshop Physics; and (6) Expert versus Student Problem Solving. Overall assessment and recommendations for community colleges are presented at the end of the paper. (Contains 42 references.) (VWC)

The progressive agenda of science education reform, particularly the goal of promoting student inquiry, places substantial intellectual demands on teachers. If this reform is to succeed, the education community must do more to appreciate and address its demands. This paper presents three examples of high school physics teachers' conversations about "snippets" of each others' work with students. The purposes are: (1) to highlight the central role and intellectual demands of teacher inquiry, in particular teachers' diagnoses of students' strengths and needs; (2) to suggest that teachers often experience and express their diagnoses in terms of instructional strategies; and (3) to suggest that the value of educational research for instruction be understood primarily with respect to what it may contribute to teacher inquiry. (Contains 15 references.) (Author/ASK)

This paper intends to bring out the experience of introducing a discipline of History of Science and Technology in an Undergraduate Course of Engineering and a proposal of transforming it so as to help future engineers deal with the challenges posed by the present moment of capitalism, usually called globalization. The discipline was lectured at the Department of Nautical Engineering in the Federal University of Rio de Janeiro between 1996 and 1997. The proposal is a product of some reflections that rose out from this experience. (Author)

This paper presents new principles and basic approaches for the curricula of engineering degree courses. The accentuated evolution of engineering, the fast technological transformations and, still, the impact provoked by government regulations in the field of education in Brazil have called attention to these issues. Following these changes, it was felt that a periodic reconstructing of the curricula for engineering courses at the University of Vale do Paraiba (UNIVAP) was necessary, especially the civil and electrical engineering degree courses. This proposal concerns two important aspects. The first one is the demand for a solid basic formation, and the second is the capacity of the program to remain in a process of permanent modernization without provoking great structural reformulation in its content during the undergraduate portion of the course. The project of restructuring the Civil Engineering Course at UNIVAP faces three important issues that cause problems in the structure of the course: (1) elevated school dropout in the first year of the course due to overcrowding groups of students in the basic cycle subjects of physics and mathematics because of lack of preparation in high school; (2) keeping the subjects and course descriptions that comprise the programs up to date; and (3) the necessity of a solid basic formation to support fast technological transformations. In an attempt to reduce the dropout rate, the new curriculum design introduces fundamental subjects with basic mathematics and physics content in the first year course with the objective of minimizing or even correcting eventual deficiencies originating from the formation of the high school course. A generous increase in the program hour of the subjects that compose the basic cycle of the course, among them mathematics, physics, mechanics, fluid mechanics, and computer initiation, is proposed. With these reformulations it is intended to alter the cycle of basic formation of the course from two to three years, enabling some basic subjects to be extended until the fourth year of the course. On the other side it becomes convenient to introduce some subjects to motivate the students in the course during the first year. These subjects can be highlighted in two parts: (1) Introduction to Engineering and Administration; and (2) Introduction to Construction Engineering. With regard to the subjects of permanent professional modernization, a structure is being proposed towards the end of the course that facilitates the student having a formation composed by modules of subjects with a focus on continuous education, allowing the student to come back to the university for new specialization or extension unit courses in later years. (Author/YDS)

This paper argues that human agency as a causal factor in behavior must be considered in any model of behavior and behavior disorders. Since human agency is historically tied to the issue of consciousness, to argue that consciousness plays a causal role in behavior requires a plausible explanation of consciousness. This paper proposes that consciousness is an emergent property of a biological process that can be explained in physical terms. The specific process suggested is the Frohlich-style Bose-Einstein condensate, which appears to be capable of producing a macro-quantum effect in a biological system, such as the neurons of the brain. Implications of this theory for the study of human behavior in general and children with behavior disorders in particular include: (1) a necessary change in our epistemology to a philosophy similar to that of scientific realism; (2) the expansion of the concept of causation in behavior to include consciousness as a potential causal agent; and (3) a change in the conceptual framework employed in behavior change efforts to emphasize a cooperative approach rather than a teacher-centered approach. Examples of approaches that could be considered persuasion-based interventions compatible with this model are perceptual control theory, Adlerian psychology, narrative psychology, and rational-emotive problem solving. (Contains 30 references.) (DB)

While the physiological explanations from neuroscience help explain the mechanisms of learning, they fall short of explaining the sociocultural and phenomenological factors that determine a stressful versus a challenging interpretation of experience. For this reason, neuroscience seems less than useful to classroom teachers. A major obstacle in developing a humanized neuroscience is the gap between empirical interpretations and the spiritual/philosophical interpretations of neuroscience research. It is suggested that metaphors from quantum physics can be useful in overcoming false separations and mistaken dualisms in the interpretation of neuroscience results. The common language of the brain and mind is hampered by Cartesian dualism. Metaphors from quantum physics can help overcome this mind-body dualism. According to quantum theory, we participate in the creation of our realities through our status as quantum participant- observers. The traditional split between subject and object is overcome through the model elaborated by the participant- observer. The metaphors of quantum physics, including Bohr's Complementarity Principle, corroborate a more holistic interpretation of experience that helps make neuroscience research more practical. Findings from a humanized neuroscience will serve to improve classroom practices and enhance learning. (Contains 12 references.) (SLD)

Science, particularly the physical sciences, has undergone several paradigm shifts during history. The modernistic and mechanistic world that was viewed through the lens of Newton's laws no longer offers valid answers to present-day questions. This paper examines four themes: the evolution of physics, the evolution of chemistry, the evolution of science education, and the impact of postmodernism on science education. The need for emancipation from the modernistic paradigm is highlighted in order to foster critical thinking and greater scientific literacy. It is argued that future educators need to be emancipated in order to emancipate their students. Contains 61 references. (JRH)

In teaching a well-organized college physics course that is understandable to students, teachers should first understand students' conditions and circumstances and be clear on the goals of the course. The goals of physics teaching are commonly defined as understanding the nature of scientific reasoning and the concepts and methods of physics, while requirements tend to consist of verbally embedding special physics skills and performing mathematical calculations. The main goal of introductory courses, however, should go beyond the teaching of special skills and help students recognize the characteristics of processes. The theme of introductory physics courses should be reorganized according to the learning processes of the mind and its forms of understanding. In the context of physics instruction, understanding means that individuals can abstract the common features of events observed in nature and recognize which theorems and terms apply to observed motions and bodies. In addition to reorganizing the course, teaching methods should be renewed, shifting from the traditional lecture format to small group assignments that involve collective problem solving and discussion. If physics is worth teaching, it should be taught in a way that most benefits the students. (BCY)

In New Delhi (India), the Central Institute of Educational Technology in collaboration with Computer Maintenance Corporation and Kentucky Educational Television launched the Classroom 2000+ project to demonstrate the use of interactive technology for distance learning and to experiment with its development in various learning situations. Six schools in Indian cities were linked with the central studio. Sixty-five students participated, responding on computer keypads to lessons in physics and mathematics. Students responded favorably to the lessons and method of presentation. Most (almost 84%) thought they had adequate time to answer teacher questions, and almost 60% thought that lesson pacing was adequate. Instructional technologists and experts expressed both approval and some concerns about implementation. Educational technology may answer the questions of equity and access regarding education, particularly in remote areas of India. (SLD)

The authors' experiences with electronic bulletin boards are recounted. Begun in 1986, the Physics Forum bulletin board for Massachusetts high school physics teachers spent its first few years as a resource of limited use only. In 1989, however, the National Science Foundation awarded the Five Colleges/Western Massachusetts Partnership a grant which facilitated the transformation of the Physics Forum to the SpaceMet network, which features electronic mail capabilities along with downloadable files and a searchable database. Another development has been the UMassK12 Internet bulletin board for Massachusetts K-12 educators and students. Issues and details about connectivity are discussed in light of the fact the UMassK12 can support 100 concurrent modem callers and that usage is increasing. Several examples of bulletin board messages are provided. (BEW)

This paper is concerned with the development of a coherent unified theory for a science of curriculum--specifically, the development of logical consistency and compatibility with related fields in the formation of theory. Learning as a common human activity is subject to principles germane to human activity in general, as well as to universal principles of action and interaction. These principles of human action and interactive (chaotic) systems, along with understandings about learning itself (planned and unplanned), are used to derive the fundamental theorem of curriculum. Other logical consequences and implications are discussed, attempting to lay the groundwork for a science of curriculum. (Contains 52 references.) (Author/LMI)

In the domain of research on physics education, results on students' conceptions show difficulties in physics learning. This paper aims to propose theoretical elements to interpret such learning difficulties related to physics teaching in the case of heat and temperature. Sections in this paper include: (1) Introduction; (2) Epistemological analysis of the evolution of physics; (3) The learner's modeling of the physical world; (4) Elaboration of students' knowledge structure; (5) Structure of physics knowledge to be taught; and (6) Evolution of students' knowledge structure with teaching. (PR)

Over the past several years, an increasing number of educators have come to believe that teaching should acknowledge the transactional nature of knowledge and suggest that a shift be made to focus on social practice, meaning, and patterns. This style of teaching proposes that it is important to permit students to construct knowledge meaningfully in an appropriate social context. The purpose of this paper is to provide some examples of teaching practices that are compatible with this constructivist view of learning in a social and collaborative context. Discussed are basic beliefs and central metaphors of teaching, sources of case materials, teaching events, and reflections from a semiotic perspective. Heuristic diagrams are provided. (CW)

This article describes an approach to modifying science students' alternative conceptions of physical phenomena by means of diagnostic and remedial microcomputer programs designed in accord with a model of conceptual change. Current applications of microcomputers are discussed, including numerical work, drill and testing, tutorials, simulation, and real time use. A review of the literature on alternative conceptions focuses on the concepts of speed and force in physics instruction, and a model of conceptual change is outlined which implies that instruction should involve the identification or diagnosis of student conceptions, the lowering of the status or remediation of alternative conceptions, and the raising of the status of the new instructional content. Two specific programs designed to diagnose some alternative conceptions of speed and force are described, as well as the results of using the programs with first year university science students. These results indicate that the programs effected dramatic changes in a common alternative conception of speed and were able to diagnose several interrelated aspects of alternative conceptions of force. Twenty-two references are listed. (Author/LMM)

For many years, methods of teaching reading have been based upon a mechanistic paradigm that something can be understood by reducing it to its most basic parts. This scientific paradigm has led to several misconceptions about reading: (1) that comprehension can be reduced to separately identifiable parts, (2) that meaning is contained within the text and has no connection to the reader, and (3) that reading is a tangible thing rather than a process. These misconceptions encourage a false dichotomy between reading and comprehension. There is an organic paradigm emerging in physics that takes into account the transaction between "observer" and "observed," the so-called "quantum leap." There are several ways in which this modern paradigm parallels and lends support to the psycholinguistic schema-theoretic view of reading. First, there is no separation between observer and observed, reader and text, reading and comprehension. Second, the whole (universe, sentence, text) is not merely the sum of separately identifiable parts. Third, meaning is determined through transactions (between observer and observed, reader and text). Fourth, the basic nature of the universe and of reading is a process. (HTH)

The life and personality of Alfred Nobel and the Nobel Prizes established by his will are discussed. Nobel was a 19th century Swedish industrialist who was fluent in six languages. He invented dynamite. At his death in 1896, his estate amounted to $9,200,000. His will stipulated that the income from his estate should be divided annually into five equal parts and distributed as prizes to those who during the preceding year had conferred the greatest benefit on mankind. The fields embraced by the prizes reflect Nobel's personal interests: physics, chemistry, physiology or medicine, literature, and peace. The Nobel Foundation was organized as legatee and administrator of the Nobel fund capital, while the various bodies named in the will agreed to award the prizes. The Bank of Sweden, at its tercentenary in 1968, instituted a Prize in Economic Sciences, pledging an annual amount to the Nobel Foundation equal to one of the regular Nobel Prizes. Candidates for the Nobel Prizes must be proposed by qualified individuals or groups. Special committees examine the proposals and announce the winners in mid-October of each year. Presentation ceremonies are held in Sweden and in Norway in December. (RM)

Choosing the proper content for high school physics courses is not an easy task for the teacher or the school. Depth and breadth of coverage, student interests and background and teacher strengths may by considered. This paper provides help for teachers in choosing course content. Topics are: (1) scope of physics; (2) list of seven basic principles and concepts; (3) list of seven important skills; (4) textbooks (including criteria for evaluating physics textbooks and major topics or divisions of current textbooks); (5) major topic divisions of the physics examinations; (6) syllabuses (including local and state level); (7) content used in classrooms; and (8) several contemporary physics courses. Appendices include: "Topic Distribution for the AAPT/NSTA Introductory Physics Examination"; "Statement on Preparation in Physics Expected in the State of California"; "Physics Syllabus of the State of Texas"; "Physics Syllabus of the State of New York"; "Percentages of Physics Teachers Indicating Coverage of Subtopics"; "Physics Syllabus of Lower Merion High School"; "Objectives and Topics of Physics Courses in Des Moines Public Schools"; and "Topical Outline of Applied Physics Course, Ontario Ministry of Education." (YP)

The teacher is one of the most important variables for maintaining or developing excellence in education. According to many surveys many teachers of high school physics earned their degrees in other fields. This paper deals with preservice and inservice high school physics teacher education. Topics include: (1) what physics teachers are expected to do; (2) physics knowledge background (including physics courses in the undergraduate program and fifth year program); (3) professional skills (including pedagogy, management of a classroom and laboratory, and ways of guiding and motivating students); (4) suggestions for teachers with various backgrounds; (5) suggestions to physics departments in colleges and universities about course offerings; (6) certification; and (7) trends in teacher education. The appendix includes examples of certification requirements from Massachusetts and Wisconsin. (YP)

A Lockheed flight controls engineer describes how, as an undergraduate, he taught first graders basic lessons in physics and engineering by using slides, monkey bars, and other playground equipment to demonstrate principles like gravity, friction, force, and inertia. The children learned more about lift and gravity by constructing and flying paper airplanes. (MLH)

Advances a number of theses concerning physics education based on the September 1996 edition of Physics Education in the hope that they might spark further critical debate. Contains 13 references. (JRH)

The Council for Advancement and Support of Education's five Professors of the Year are highlighted. Professors include Michael Flachmann (English professor specializing in Shakespeare and Renaissance literature), Howard Goldberg (university physics professor), Diane Keenan (community college economics professor), Mark C. Taylor (undergraduate theology professor pioneering in electronics usage), and Diana Cooper-Clark (English and humanities professor). (MSE)