Increasingly, the science education community has recognized the need for curriculum resources that support student development of authentic scientific practices, rather than focusing exclusively on content knowledge. This paper proposes a tool for teachers and researchers to assess the degree to which certain curriculum resources and lessons…

Described are the results of a conceptual physics survey given to a small group of high school physics students with the goal of identifying common misconceptions held by students. Three common misconceptions were identified and are discussed in detail. (CW)

Reports the design of the "Mechanics Baseline Test," an instrument to assess students' understandings about concepts in mechanics. Discusses how comparisons of test results with extensive baseline data can be used to evaluate instruction at all levels. Includes a copy of the instrument. (MDH)

Reports the rationale, design, validation, and uses of the "Force Concept Inventory," an instrument to assess the students' beliefs on force. Includes results and implications of two studies that compared the inventory with the "Mechanics Baseline." Includes a copy of the instrument. (MDH)

A study of textbook language dealing in depth with the concept of force is described. Textbooks and other historical materials from the 1840s to the present were examined. This provided a longitudinal framework in which to consider language usage. Student language was also investigated. (43 references) (KR)