Argues that high school physics should be grounded in motivating contextual activities and connected to a philosophically and historically valid theoretical structure. Explains the large context problem approach and its effect on generating questions and problems. (DDR)

Argues for an emphatic role for theory in everyday science teaching. Contrasts science's confidence in its theories with those of other sorts which students encounter in their everyday lives. Discusses common denominator science teaching in which teachers teach science in units based on different sciences. (DDR)

Uses capillarity as an example of a problem in physics which has been explained mathematically in two different ways. Argues that only one explanation is indeed valid and demonstrates this opinion through experimentation and discussions. Proposes that mathematics should be used in physics as a tool to predict, not to explain. (TW)