In this paper, we describe student understanding of the "force concept" (basic concepts of Newtonian mechanics) by representing it as a vector-valued quantity, which we refer to as the "score-state vector," in a (30-dimensional) Force Concept Inventory (FCI) score space. We use a large ensemble of FCI results collected…

In China, the main goal of basic education curriculum reform is to develop students' key competencies. The physics teaching directed by key competencies would not only aim at the memory and reappearance of physics knowledge but also the application of physics knowledge and methods. As teachers who guide students' learning and implement teaching…

This article describes the implementation of an activity with a Predict-Observe-Explain (POE) learning cycle to teach the concepts of velocity and acceleration to physics students aged 17-19. The study indicates how the instructor enacted the activity and provides sample student responses and group discussions. The description includes an example…

Student-generated questions and ideas about our universe are the start of a rich and highly motivating learning environment. Using their curiosity-driven questions and ideas, students form Knowledge Building groups or "communities" where they plan, set goals, design questions for research, and assess the progress of their work, tasks…

Many educators have utilized the phenomenon of the so-called "hydrostatic paradox" to actively engage students in classroom instructional activities related to hydrostatic equilibrium. Various approaches requiring different levels of mathematical knowledge have been proposed in the literature to provide students clear explanations of…

Intelligent tutoring systems (ITS), like human tutors, try to adapt to student's knowledge level so that the instruction is tailored to their needs. One aspect of this adaptation relies on the ability to have an understanding of the student's initial knowledge so as to build on it, avoiding teaching what the student already knows and focusing on…

We asked high school physics teachers to assess their level of preparation across a number of domains. Almost all (98%) reported feeling adequately or well prepared in terms of their basic physics knowledge. The chart presents teachers' responses to their self-assessed level of preparation in six different areas. Almost all feel at least…

A rich science learning experience not only captures students' attention but also motivates them to investigate and solve problems and investigate how scientists carry out their work. This article describes how secondary science coordinator Patrick Brown's found success teaching students the nature of science by engaging them in…

New undergraduate students arriving to study physics at the University of Bristol from 1975 onwards have all taken the same test of their knowledge and understanding of physics and mathematics. Many of the questions test knowledge of material that has been in the A-level syllabus for maths or physics throughout this period. The ability of incoming…

Aspects of assessment in physics are considered with the aim of designing assessments that will encourage a deep approach to student learning and will ultimately lead to higher levels of achievement. A range of physics questions are considered and categorized by the level of knowledge and understanding which is require for a successful answer.…

For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses.…

Physics education researchers have scientifically established the fact that the understanding of new concepts and interpretation of incoming information are strongly influenced by the preexisting knowledge and beliefs of students, called epistemological beliefs. This can lead to a gap between what students actually learn and what the teacher…

In this article, the author suggests some principles to be considered when attempting to assess learning in history courses. He has found it most effective to pursue these goals within the framework of the Decoding the Disciplines process. This approach, developed in the Indiana University Freshman Learning Project, suggests that faculty seeking…

This article concerns an outline of an introductory mechanics course. It is based on the argument that various uses of the concept of force (e.g. from Kepler, Newton and everyday life) share an explanatory strategy based on core causal knowledge. The strategy consists of (a) the idea that a force causes a deviation from how an object would move of…

Radiation is an important aspect of daily life. We interact with radiation from several sources, both natural and manmade, and in fact life on Earth depends on it. Although the general population, and students in particular, can recognize its importance, it is not clear whether they understand its meaning. Bearing these considerations in mind, a…