Science teaching and learning require knowledge about how learning takes place (cognition) and how learners interact with their surroundings (affective and sociocultural factors). The study reported on focussed on learning for understanding of Newton's second law of motion from a cognitive perspective that takes social factors into account. A…

With the new focus on Science, Technology, Engineering, and Math (STEM) education, it's important to keep an open mind about incorporating technology into science lessons. In many cases, lessons that incorporate technology are not about the technology itself. Rather, the technology serves as a tool to enhance the lesson or add a new dimension to…

Teachers strive to engage students in rich and varied experiences involving exploration. These experiences should be accessible to all types of learners (e.g., visual, kinesthetic, mathematically inclined), offering multiple pathways for engagement at different levels of sophistication and accommodating both conceptual and computational…

First-year physics students often have a difficult time grasping Newton's laws of motion and recognizing the forces that these laws depend on. The "Paper Car" project is an experiential activity that is rich in application of force principles. It is also simple enough that students are able to integrate straightforward but non-trivial physics…

A playground can provide a valuable physics education laboratory. For example, Taylor et al. describe bringing teachers in a workshop to a playground to examine the physics of a seesaw and slide, and briefly suggest experiments involving a merry-go-round. In this paper, we describe an experiment performed by students from a Society of Physics…