This article discusses a study carried out to investigate scientific reasoning skills among 82 science pre-service teachers at the Faculty of Education, Universiti Teknologi MARA (UiTM), one of the public universities in Malaysia. Undeniably, the development of general scientific abilities is critical to enable students of science, technology,…

Many experimenters, starting with Ernst Mach in 1883, have reported that if a device alternately sucks in and then expels a surrounding fluid, it moves in the same direction as if it only expelled fluid. This surprising phenomenon, which we call "Machian propulsion", is explained by conservation of momentum: the outflow efficiently transfers…

Discussed is the physical concept of conservation as it is framed within the laws of conservation of mass, of momentum, and of energy. The derivation of Ohm's Law as a generalization of the relationship between the observed measurements of voltage and current serves as the exemplar of how conservation theories are formed. (JJK)

Studies of the hierarchical attainment of conservation of physics concepts revealed significant differences with respect to age, sex, and grade level in a random sample of seventh and eighth grade students. Conservation of a quantity did not necessarily depend on the prior conservation of its constituent fundamental quantities. (MLH)

Derives Kepler's three laws of planetary motion algebraically from conservation principles without introducing Newton's law of force explicitly. This procedure can be presented to students who have had no more than high school algebra. (Author)

Discusses the definition of energy found in many high school and college level physics texts, the conflict of that definition with the second law of thermodynamics, and the relation to the concept of the conservation of energy. Suggests not using a definition of energy and provides some alternative strategies. (JM)

Discusses the deficiencies of presenting the theme of energy in the current West German school textbooks. The article emphasizes the structural importance of entropy for the understanding of energy and suggests how the physics teacher can contribute to the development of an appropriate attitude toward the energy crisis. (HM)

Describes some inexpensive activities and demonstrations that illustrate basic concepts that are often overlooked, as a low-cost means to foster student participation in physics classes. Activities described deal with acceleration and forces, freefall, conservation of energy and momentum, conservation of angular momentum, and resonance. (JRH)

Presented in both English and French, Science 10 is an integrated academic course that helps students in Alberta, Canada better understand and apply fundamental concepts and skills common to biology, chemistry, physics, and the Earth sciences. The major goals of the program are: (1) to develop in students an understanding of the interconnecting…

This report describes the results of an attempt to identify a learning hierarchy for each of a number of science concepts mainly encountered first in the high school grades. The concepts studied relate to stoichiometric calculations and molarity, both from chemistry; to food web relationships and problems involving Mendel's laws from biology; to…

A general model of conceptual change which is largely derived from current philosophy of science, but which can illuminate learning as well, is described. Some features of this model are illustrated by interviews with students studying special relativity in physics. Finally, some pedagogical implications are presented. (Author/PB)

Critiques the "energy circus," an approach to the introduction of ideas of energy transformation and conservation which is in common use in secondary schools. Identifies some practical and conceptual difficulties and outlines an alternative approach used in introducing ideas about energy using real devices and arrow notation. (CW)

Presented in English and French, Physics 20-30 is an academic program that helps students better understand and apply fundamental concepts and skills. The major goals of the program are: (1) to develop in students an understanding of the interconnecting ideas and principles that transcend and unify the natural science disciplines; (2) to provide…

Describes three case studies of the use of the Learning in Science Project (Energy) in New Zealand. Themes discussed include systems undergoing change, defining initial and final conditions, energy as a nonmaterial factor of change, forms of energy and conservation of energy. Mentions other issues and research. (CW)

Describes a common misconception in the study of mechanics. Cites textbooks as being in error for equating velocity components along the string because the string does not remain taut. Discusses the typical textbook approach to a problem of this nature and the misconception that pervades textbooks in the British Isles. (CW)