Explores how constructivism is important to changes taking place in physics education, especially in curriculum development and teaching. Presents an example illustrating children's conceptions of light. Twenty-six references are listed. (YP)

Describes some research studies, contents of a videotape, students' discussion of nuclear power and other educational aspects of the topic. Ten references are listed. (YP)

Investigates whether elementary children can compare forces by comparing numbers of weights used in spring and balance problems. Reports that children did not identify weight and force, but they were able to use the ratio between the numbers of weights to compare forces. Suggests some instructional methods based on the findings. (YP)

Reports experiences during a two-year period in introducing the computer to the laboratory and students to the computer as a laboratory instrument. Describes a working philosophy, data acquisition system, and experiments. Summarizes the laboratory procedures of nine experiments, covering mechanics, heat, electromagnetism, and optics. (YP)

Describes the purpose and preparation of a science unit box which contains materials, ideas, and resources for more effective science teaching. Lists and explains the 14 basic components that each box should contain including behavioral objectives, manipulatives, science concept and process list, and lesson plans. (RT)

Discusses some endeavors to alleviate the problems associated with the high school-college interface in Australia. Describes three sources of remedies: high school teachers, high school students, and college students. (YP)

Summaries of the interim report of the working groups for mathematics and science are presented. Describes the list of attainment targets for science 5 to 16, assessment proposals, the attainment targets for technology 5 to 11, and a timetable. (YP)

This syllabus describes the course background, central themes and issues, texts, resources, and recommended readings. Main topics are the sociology of information technology, computers and social change, telecommunications, computers and human interactions, applications in working, and social issues and political implications. (YP)

Reviews the problem of certain logical and conceptual shortcomings in textbook presentations of the energy concepts in introductory physics. Discusses concepts and principles related to thermodynamics and echanics. Provides many formulas and diagrams. (YP)

Discusses the use of computers in the classroom, suggests visions of an educational future, and describes a project developed at the University of Maryland to examine the effects of computers on the college-level physics curriculum. Topics discussed include microcomputer-based laboratories, increased modeling power, and access to large databases.…

Described is a university physics course bridging the gap between educational methodology, content, and applications of physics in identifying and resolving both societal and physical problems. Discussed are students' goals, instruction, and evaluation. Provides supporting texts list, a sample schedule, and sample ideas for independent…

Reports on a study which was conducted to provide a sample of biology teachers an opportunity to describe their experiences and opinions regarding the controversial issue of evolution and creation as it relates to teaching about the origins of life. Provides the objectives, sample selection, an analysis, and a conclusion. (RT)

Identified are the types, objectives, and course components of continuing engineering education. A historic approach and seven parties involved in the continuing education are described. An efficient way to discover the necessary co-operation patterns is to look at the course components and at the parties involved. (Author/YP)

Discusses some special Master of Science in engineering (MS) programs including manufacturing and quality control, safety engineering, transportation engineering, and computer related areas. Gives a table showing MS degrees, institutions, and faculty. (YP)

Discusses an issue that balances a knowledge of science and technology with that of the humanities and arts. Describes Japan's case including its school system, second language learning, and traditional values. Suggests that United States could understand and maintain the link without mimicking the Japanese. (YP)