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The limited time allocation for lectures in the classroom is an obstacle to presenting student-centered learning. This is one of the factors that prospective physics teacher students experience conceptual difficulties, especially in crystal structure material. So the purpose of this study was to determine the effectiveness of the problem flipped classroom learning model on understanding the concepts of prospective physics teacher students on crystal structure material. This study used a quasi-experimental method with a one-group pretest-posttest research design. The subjects of this study were 16 students who took solid-state physics courses. Data analysis techniques were carried out using normality tests, homogeneity tests, and pretest and posttest average difference tests. Then test the N-gain to see the increase in the pretest and posttest results and continue with the effect size test using the effect size. The instrument used was a test of mastery of the concept of crystal structure material. The results of the paired sample t-test analysis show that the Problem Based Flipped Classroom significantly influences learning outcomes with a t value of 11.439 with a significance of 0.000. Students' understanding of crystal structure material has increased with an N-Gain of 0.75, which is in the high category. This means that the pretest and posttest scores have a high increase. While the results of the effect size test obtained a score of d = 2.86, which means that learning with the Problem Based Flipped Classroom has a strong effect on student learning outcomes on crystal structure material.

This research is part of the integration of information and communication technologies (ICT) in the Moroccan education system, our objective being to evaluate the use of computer-assisted experimentation (CAEx) in learning to encourage the authorities of the Ministry of National Education, Vocational Training and Sports to adopt the CAEx program in the teaching and learning of physics so that it becomes compulsory for all high schools. To evaluate the impact of using CAEx in the study of free oscillations of an RLC circuit (a linear circuit containing an electrical resistor, an inductor, and a capacitor). A study was conducted with 40 Moroccan students in the second year of the scientific baccalaureate option life and earth sciences at the high school Abdellah Laroui in the city of Fez, as this work aims to highlight the effect of the use of CAEx on the learning of students. Using the methodology of pre-test and post-test with an experimental group (20 students) and a control group (20 students). The results of both groups are analyzed with IBM SPSS 21 statistical analysis software the results obtained from the post-test show that the average of the tests addressed to both control and experimental groups has a significant difference. In addition, non-directive and directive interviews were conducted with the students of the experimental group. Indeed, the content of the grid of open and closed questions was elaborated in agreement with the teachers of physical sciences of the high school Abdellah Laroui, concerning the use of CAEx in learning and to know the degree of satisfaction of the integration of CAEx in the study of free oscillations in an RLC circuit. In addition, the data were processed by Sphinx v5 software. This study showed that CAEx integration had a positive effect on student learning. It can be said that CAEx plays an important role in the grasp and assimilation of scientific concepts, and it represents a solution to make the student more attentive and serious. Computer Aided Instruction can develop a spirit of initiative in the learner.

The aim of this research is to take a fresh look at the physical science concepts that Year 3 students struggle with. In this work, the responses of over 8,000 middle-primary-aged students to a range of physics, space science and chemistry questions were evaluated. The questions covered a number of topics ranging from selecting and using simple measurement tools to changes of state. From the student responses, we were able to address the following questions: 'Which physical science concepts did the students find difficult?' and 'Are the identified concepts the same concepts that students struggled with in the past or have new difficulties emerged?'. From the responses, it was determined that difficult concepts for Year 3 included: bigger objects don't always weigh more than smaller objects; gases have mass and volume; and day and night is caused by the Earth spinning on its axis. We summarise these findings along with recommendations for the Year 3 classroom.

There is growing awareness that established structures of higher education are often predicated on problematic assumptions about merit, excellence, and rigor. Doctoral qualifying exams, for example, are required to advance to candidacy in many Ph.D. programs despite decades of documented concerns about the implications of standard modes for student equity and well-being. As more Ph.D. programs move to reform these exams and candidacy requirements, it is important to understand how Ph.D. programs, as academic organizations, construct the significance of the qualifying exam. A sociocultural lens suggests qualifying exams and the learning that enables their passage are symbolic rituals that move doctoral students from legitimate peripheral participation toward full membership and belonging in academic communities of practice. We conducted a comparative case study to understand how two Ph.D. programs in the physical sciences that have reformed their candidacy requirements--one elite and one middle ranked but striving for respect--constructed the significance and purpose of their qualifying exam and the broader transition to candidacy. Our inquiry included the contexts and mechanisms that mediated student learning. Through interviews with faculty, staff, and students, we found that the Ph.D. programs' recognition of their status within their respective disciplines emerged as a crucial component in constructions about the significance of exams and candidacy. The middle-ranked Ph.D. program changed the exam and candidacy structure to reflect legitimate practices in their discipline. The elite Ph.D. program created multiple pathways toward candidacy to mitigate long-standing concerns about gender equity and student well-being. Despite the structural changes, the Ph.D. programs left intact cultural understandings of merit, excellence, and rigor that maintain inequity in doctoral socialization. Our findings suggest that researchers and practitioners should pay more attention to designing and implementing structures that facilitate faculty assessments of doctoral student learning.

In many introductory physics classes, diffraction of light is introduced first, then more advanced diffraction topics such as x-ray diffraction, Bragg's law, and crystallography are covered. Since using x-rays raises safety concerns and atomic spacing in a crystal is not easy to change, microwaves with macroscopic crystals have been used to study Bragg's law in the undergraduate laboratory. A number of scientific supply companies, including PASCO and 3B Scientific, sell 10-GHz microwave optics systems. However, using these systems within the parameters of the manufacturer's procedure for a Bragg diffraction lab poses some challenges. First, the receiver and transmitter must be manually positioned, making the data collection process slow. Second, the microwaves should be plane waves and the receiver should be located beyond the far-field limit. These 10-GHz microwave optics systems are low power, making them safe for lab use, but this limits the crystal size and working distance between the transmitter and receiver to under 1000 mm. The experimental setup suggested by the manufacturer separates the transmitter and receiver by about 10 wavelengths from the center of rotation. While the bells on the transmitter and receiver help with producing plane waves, it is expected that ideal conditions for Bragg's law are not completely fulfilled. Indeed, the experiment guide warns of errors up to 15% and unexplained peaks in the data.

Wildland fires have become a regular aspect of life for people living in the western United States. Wildfire smoke is now impacting air quality across the United States. Unprecedented wildfires have swept through Australia, Russia, and Portugal in the last few years. Like other natural disasters, wildland fires can have a devastating impact on communities that are directly in their paths. However, they also cast a much bigger footprint due to the smoke they release on a global scale. These smoke events can lead to health warnings, noticeable irritation to the lungs, and cancelled outdoor events. They have quickly become part of the life experience of many students around the world. Their connections to global climate change and environmental policy, juxtaposition as positive forces in ecosystem succession, and relationship to a wide variety of both simple and complex natural phenomena leave science teachers with an opportunity to frame myriad lessons within the context of wildfire. This article presents a series of such lessons, adaptable to various levels of physical or integrated science. This series of lessons was taught in 9th- and 10th-grade physical science classes with students who are regularly affected by intense wildfire smoke. The learning sequence would also be appropriate for general chemistry and physics courses and can be easily adapted to meet the academic level of the students. The lessons were adapted for online instruction in response to the COVID-19 pandemic.

Despite holding wide-ranging experiences with constant velocity and non-zero acceleration, students wrestling with physical science concepts struggle to demarcate the two distinct characteristics of motion. In fact, this prior experience and loose familiarity with associated terminology often act as an obstacle toward a deep and robust understanding of the distinction between velocity and acceleration foundational to meaningful learning of force and motion. Age-appropriate, decontextualized instruction serves to bypass these barriers as it engages students in analogous experiences divorced from science vocabulary that provide a concrete link for later science instruction.

This study investigates women's science identity development in physics and the physical sciences in higher education through a gender perspective. It arises from the real-life sociological issue of women's lower level of participation in physics and physical sciences in Ireland, where the gender gap is the highest of all science disciplines, according to the Higher Education Authority (HEA) reports of recent years. Twenty-nine undergraduate, graduate students, and postdoctoral researchers from four Dublin universities were interviewed to achieve an in-depth understanding of gender and science issues from their standpoints. The focus was on how they constitute their identities as a 'scientist' in relation to their gender. The result of this study illustrates a variety of possible science identity constitutions of women both from an individual and collective identity perspective. Understanding women's science identity development help brings a general view about developing a more welcoming and flexible science culture for individuals who think they do not fit well or who are left outside of the certain prevailing norms in the scientific climate. It also can allow seeking a way of challenging and changing the predominant culture and the prevailing masculine norms in doing science.

In the United States, research on beginning science teachers provides little guidance regarding empirical minimum levels of discipline-specific science coursework for sufficient subject matter knowledge to teach science. Accordingly, in this study we analyzed secondary physical science teachers' science coursework for subject matter knowledge (SMK) and resulting misconceptions of chemistry and physics concepts. Findings were compared with state-level science teacher certification policies. Participants had either: (a) completed a master's level teacher preparation program with an undergraduate degree in science, (b) completed an undergraduate teacher preparation program with a minor degree or more in science, or (c) were undergraduate students enrolled in science courses required for chemistry and physics teacher certification. We analyzed participants' transcripts for discipline-specific science coursework credit hours and GPAs and identified possible predictors of SMK predictors of the likelihood of passing chemistry and physics misconceptions tests. We categorized teachers' level of SMK and used multiple variable and logistic regressions (n = 212 participants; n = 109 chemistry and n = 103 physics). To identify teacher candidates' possible misconceptions, we analyzed chemistry (n = 97) and physics (n = 91) participants' item responses with the corresponding science credit hours and GPAs. With increasing numbers of credit hours teachers held fewer misconceptions. However, even with medium to high SMK levels, teachers still held misconceptions about chemical bonding, electromagnetism, and Newton's laws until they reached critical credit hour and GPA thresholds. Lastly, we provide recommendations for physical science teachers' programs of study and state-level teaching certification policies, using empirical minimum quantity and quality of chemistry, physics, and mathematics coursework.

The National Academy of Science has published studies showing strong scientific evidence that global warming is caused by human consumption of fossil fuels, yet recent surveys have shown young adults in the U.S. are disengaged or disagree with this fact. Accordingly, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) published learning objectives to educate the world population on global warming and renewable energy by 2030. In this paper, we introduce a reflective writing activity physics educators can employ to foster a deeper understanding of global warming in introductory college physics and physical science courses, without overloading their teaching time.

Among about a thousand objects obtained by the Science Museum from Stephen Hawking's office is a blackboard full of cartoons and puns, both childishly silly and deeply scientifically meaningful. This blackboard is now one of the Museum's most popular objects thanks to its playful imagery and perhaps also its perceived fragility. But it is also one of the objects that best illustrates the scientific life of Stephen Hawking and his generation, and more broadly, it is an exemplar of the social and material culture of the postmodern epoch of theoretical physics in the decades around the turn of the twenty-first century. In this article, the curator of the Hawking Collection explains the importance of this blackboard, first through an account of its unexpected trajectory to becoming the Hawking Collection's most charismatic object, followed by a discussion of the general historical role of blackboards: their iconography, material culture, and value as historical sources and how their conservation requirements contribute to their perceived value. The author then delves deeper into the specific content of this blackboard, showing how it constitutes a window into the highs and lows of a generation of physicists inspired by Hawking's work, as they attempted, and ultimately failed, to unify the two great theories of the twentieth century: general relativity and quantum mechanics. What we now call the superspace and supergravity blackboard is a microcosm of one of those moments in physics when theory broke away from what was empirically verifiable. The scribblings on the blackboard were collectively drawn by an up-and-coming generation of supersymmetry theorists. It immortalises the promising early years of supergravity, one of the hopeful candidates at the time for the long-wished-for Theory of Everything. Preserved in chalk are the seeds of one of the most brilliant theoretical discoveries of the turn of the century: what is now called the holographic principle. But also, seen with the benefit of hindsight, supersymmetric approaches seeded the identity crisis that theoretical physics is experiencing today, especially around the role of empirical anchoring of proposed fundamental theories. The contested status of the blackboard's content and its humorous, self-ironic style, make it a key piece of a unique zeitgeist of physics at the turn of the twenty-first century, which one could call the era of postmodern physics. In addition to its significance to the history of specific ideas, this paper also argues that the blackboard reflects the collective, social nature of theoretical research, while also inviting reflection on what constitutes success and failure in the physical sciences. [ABSTRACT FROM AUTHOR]

Physics-based and first-principles models pervade the engineering and physical sciences, allowing for the ability to model the dynamics of complex systems with a prescribed accuracy. The approximations used in deriving governing equations often result in discrepancies between the model and sensor-based measurements of the system, revealing the approximate nature of the equations and/or the signal-to-noise ratio of the sensor itself. In modern dynamical systems, such discrepancies between model and measurement can lead to poor quantification, often undermining the ability to produce accurate and precise control algorithms. We introduce a discrepancy modeling framework to identify the missing physics and resolve the model-measurement mismatch with two distinct approaches: (i) by learning a model for the evolution of systematic state-space residual, and (ii) by discovering a model for the deterministic dynamical error. Regardless of approach, a common suite of data-driven model discovery methods can be used. Specifically, we use four fundamentally different methods to demonstrate the mathematical implementations of discrepancy modeling: (i) the sparse identification of nonlinear dynamics, (ii) dynamic mode decomposition, (iii) Gaussian process regression, and (iv) neural networks. The choice of method depends on one's intent (e.g., mechanistic interpretability) for discrepancy modeling, sensor measurement characteristics (e.g., quantity, quality, resolution), and constraints imposed by practical applications (e.g., state- or dynamical-space operability). We demonstrate the utility and suitability for discrepancy modeling using the suite of data-driven modeling methods on four dynamical systems under varying signal-to-noise ratios. Finally, we emphasize structural shortcomings of each discrepancy modeling approach depending on error type. In summary, if the true dynamics are unknown (i.e., an imperfect model), one should learn a discrepancy model of the missing physics in the dynamical space. Yet, if the true dynamics are known yet model-measurement mismatch still exists, one should learn a discrepancy model in the state space. [ABSTRACT FROM AUTHOR]

Although physics does not often veer into financial concerns, it is an illuminating exercise to try estimating the value of a barren planet at market prices for dirt, rock, water, copper, aluminum, silver, gold, etc. Energy perspectives Physics "owns" energy (and space and time if we're being greedy), so energy and power domains offer rich opportunities for gaining new understanding. The thermodynamic consequences of this absurdity can also be examined, by which it is revealed that waste heat from all this energy production on Earth would rival climate change in a century and be 10 times worse a century after that, eventually boiling Earth's oceans in about 400 yr.[3] It can be tricky to convey to students that this is not a I prediction i of what I will i - or even I can i - happen, but a tool to understand I limits i to what is possible and what I cannot i transpire. [Extracted from the article]

In my context, such a class might be a general physics course for science majors (pre-calculus- or calculus-based) or an algebra-based, mostly conceptual survey course for non-science majors, with between 8 and 30 students per class. Homework assignments, reflections, surveys, and biweekly anonymous feedback from 2017 onward (excepting 2020) from general physics courses for science majors and for non-science majors indicate enhanced interest in physics, greater cognitive understanding of climate science basics, increased appreciation of the value of climate stories and justice issues, ability to think critically about proposed climate solutions, and, for the majority of students (in some classes greater than 80%), a desire to take meaningful action for climate justice. Today, I still teach the basic science of climate change as it aligns with physics topics in my general physics courses. [Extracted from the article]

Even as the physical sciences have advanced and transformed, many of the community's needs and concerns have persisted. [ABSTRACT FROM AUTHOR]

A number of reasons are advanced for which atoms stand at the heart of research in the physical sciences. There are issues in physics which are both fundamental and only partly resolved or, at least, imperfectly understood. Rather than chase them towards higher and higher energies, which mainly results in greater complexity, it makes sense to restrict oneself to the simplest systems known, held together by the best understood force in nature, viz. those governed by the inverse square law. Our line of argument complements the adage of Richard Feynman, who asked: should Armageddon occur, is there a simple, most important idea to preserve as a testament to human knowledge? The answer he suggested is: the atomic hypothesis. [ABSTRACT FROM AUTHOR]

On the left is one, ca. 1910, that is in my collection of early physics teaching apparatus.[3] Two light bulbs illuminate a postcard that serves as an object for the lens, and an image is projected on a white sheet. 1 has an objective lens with a focal length of 15 cm and a second lens with a focal length of 7 cm. The second lens is placed 5 cm inside a smaller sliding box. In this note, I will describe five pieces of apparatus: a telescope, a microscope, a galvanometer, an opaque projector, and an air table that I built for my boys to bring them into the worlds of physical science. The image formed by the first lens was inverted, and the magnified image obtained with the second lens was similarly inverted. [Extracted from the article]

Physics‐driven discovery in an autonomous experiment has emerged as a dream application of machine learning in physical sciences. Here, this work develops and experimentally implements a deep kernel learning (DKL) workflow combining the correlative prediction of the target functional response and its uncertainty from the structure, and physics‐based selection of acquisition function, which autonomously guides the navigation of the image space. Compared to classical Bayesian optimization (BO) methods, this approach allows to capture the complex spatial features present in the images of realistic materials, and dynamically learn structure–property relationships. In combination with the flexible scalarizer function that allows to ascribe the degree of physical interest to predicted spectra, this enables physical discovery in automated experiment. Here, this approach is illustrated for nanoplasmonic studies of nanoparticles and experimentally implemented in a truly autonomous fashion for bulk‐ and edge plasmon discovery in MnPS3, a lesser‐known beam‐sensitive layered 2D material. This approach is universal, can be directly used as‐is with any specimen, and is expected to be applicable to any probe‐based microscopic techniques including other STEM modalities, scanning probe microscopies, chemical, and optical imaging. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the pedagogical actions of Physical Sciences teachers when enacting simulations in 5E inquiry-based science teaching for current electricity. Three grade 10 teachers from three high schools who were teaching at schools where ICT resources are available participated in this study. Data was collected by means of lesson observations and interviews. The lesson observation and interview transcripts were coded to generate themes. The results of this study showed that the simulations enable teachers to afford learners with opportunities to engage in hands-on inquiry based on the 5E model. The hands-on activities that students engage in on the simulation help them to explain phenomena from evidence and also allow them to acquire autonomy from the teacher. When students are hands-on, they get the chance to test their hypothesis and also to develop their understanding of the phenomenon that is investigated. Through the use of the simulated activity, teachers were able to support leaners to reflect on activities to reconcile their new knowledge with previous ideas. While it is acknowledged that PhET simulated activity is not a substitute for hands-on practical work in a laboratory, the findings show it can be a powerful tool for supporting inquiry learning. [ABSTRACT FROM AUTHOR]

The IPCC's scientific assessment of the timing of net‐zero emissions and 2030 emission reduction targets consistent with limiting warming to 1.5°C or 2°C rests on large scenario databases. Updates to this assessment, such as between the IPCC's Special Report on Global Warming of 1.5°C (SR1.5) of warming and the Sixth Assessment Report (AR6), are the result of intertwined, sometimes opaque, factors. Here we isolate one factor: the Earth System Model emulators used to estimate the global warming implications of scenarios. We show that warming projections using AR6‐calibrated emulators are consistent, to within around 0.1°C, with projections made by the emulators used in SR1.5. The consistency is due to two almost compensating changes: the increase in assessed historical warming between SR1.5 (based on AR5) and AR6, and a reduction in projected warming due to improved agreement between the emulators' response to emissions and the assessment to which it is calibrated. Plain Language Summary: The IPCC's latest physical science report, the Working Group 1 Contribution to the Sixth Assessment Report (AR6), was released in August 2021. That report includes an update to the tools used to project the climate outcome of emission scenarios. Here we apply these newly calibrated tools, called earth system model emulators, to the set of scenarios assessed in the IPCC's Special Report on warming of 1.5°C (SR1.5). We find that two compensating changes lead to a remarkable consistency (peak warming projections within 0.1°C) between the projections made by the emulators used in SR1.5 and their descendants used in AR6. First, updates to the historical warming assessment since the SR1.5 (which was based on the IPCC's 2013 physical science report (AR5)) increase future warming projections. However, improved consistency between the emulators and the assessment of the underlying physics, particularly the short‐term warming response to emissions, lowers warming projections by an approximately equivalent amount. Our work reinforces the key messages from the IPCC: limiting warming to around 1.5°C is a great and urgent challenge, and it is up to us to decide whether we pull out all the stops to hold temperatures around 1.5°C or whether we sail on by. Key Points: Emulators used in IPCC Special Report on warming of 1.5°C and Sixth Assessment Report are remarkably consistent, despite their entirely new calibrationsThe consistency is due to two compensating factors: change in assessed historical warming and improvements to emulator calibration methods [ABSTRACT FROM AUTHOR]

This article is based on the annual reports presented by the Head of the Physical Sciences Division of the Russian Academy of Sciences at the General Meetings of the Division in April 2021 and April 2022. It describes some scientific results in physics obtained in 2020–2021 at the research institutions (institutes of the Russian Academy of Sciences) under the individual powers of the Russian Academy of Sciences stipulated by the regulations of the Government of the Russian Federation no. 521 dated June 5, 2014, and no. 1652 dated December 24, 2018. The information about the research in different fields of physics carried out at these institutions is summarized briefly and illustrated by examples of some bright scientific breakthroughs. [ABSTRACT FROM AUTHOR]

Machine learning (ML) has emerged as a formidable force for identifying hidden but pertinent patterns within a given data set with the objective of subsequent generation of automated predictive behavior. In recent years, it is safe to conclude that ML and its close cousin, deep learning (DL), have ushered in unprecedented developments in all areas of physical sciences, especially chemistry. Not only classical variants of ML, even those trainable on near-term quantum hardwares have been developed with promising outcomes. Such algorithms have revolutionized materials design and performance of photovoltaics, electronic structure calculations of ground and excited states of correlated matter, computation of force-fields and potential energy surfaces informing chemical reaction dynamics, reactivity inspired rational strategies of drug designing and even classification of phases of matter with accurate identification of emergent criticality. In this review we shall explicate a subset of such topics and delineate the contributions made by both classical and quantum computing enhanced machine learning algorithms over the past few years. We shall not only present a brief overview of the well-known techniques but also highlight their learning strategies using statistical physical insight. The objective of the review is not only to foster exposition of the aforesaid techniques but also to empower and promote cross-pollination among future research in all areas of chemistry which can benefit from ML and in turn can potentially accelerate the growth of such algorithms. [ABSTRACT FROM AUTHOR]

If Homberg was mostly part of the "penumbra" of the Académie during Louvois's time in office, Homberg's was one of the first appointments made under Pontchartrain, who also directed the 1699 organizational reform. (p. 197) "We cannot raise chemistry", Venel complained half a century later, "to the level it deserves by demonstrating its philosophical side [...] we cannot do for chemistry what elegant machines, optics, and electricity have done for physics."[15] There is a sense in which both Homberg and Venel were right in these pronouncements. In this foundational conflict, whose origins predate Homberg's arrival at the Académie, those who envisioned chymistry as an integral part of natural philosophy, like Duclos and Homberg, are set against those who viewed it as an adjunct tool to medicine and pharmacy, like Denis Dodart. Contrary to its received image, the essence of chymistry is not "less neat and simple than the spirit of physics"; nor can physics be "superior" to a science that "can penetrate certain bodies of which physics knows only the surface and the outside shape."[14] Or, as Homberg put it in contrasting " I physique chimique i " ("chymical natural philosophy") and " I la physique i ", chymistry "easily explains its own operations in its own way and thereby knows more distinctly the substances it examines.". [Extracted from the article]

The research reported here examined the outcome of using interactive simulation technology (IST) as a guided-inquiry approach to enhance learners' conceptual knowledge of electrostatics in physics. Participants were Grade 11 physical sciences learners (n = 60) and a teacher from a rural school in South Africa. Learners were randomly assigned to an experimental group (n = 30) that took part in the intervention lesson using the integration of IST in the science classroom, and a control group (n = 30) that continued with the conventional teaching method. We adopted a mixed-method approach for this research. Data were collected through a pre-post achievement instrument, classroom observations, and focus group interviews. Data were analysed using the Mann-Whitney U-test, the Wilcoxon signed-rank test, and content analysis. It was found that the mean rank rating of the pre-test results for learners in both groups was not significantly different. However, the Mann-Whitney U-test indicated that learners' conceptual understanding measured in the post-test result was greater for the experimental group (mean rank gain score = 38.83) compared to the control group (mean rank gain score = 22.17), U = 200.0, p = 0.000185. This finding indicates that integrating IST into inquiry-based activities can be used efficiently to improve learners' in-depth knowledge of science concepts. [ABSTRACT FROM AUTHOR]

We describe the development, design, implementation, and preliminary classroom results of an innovative curriculum, Focus on Energy, that supports learning about energy in Grades 4–5. The curriculum is grounded in the concepts of science as practice, model‐based reasoning, and learning progressions, and builds on students' pre‐existing ideas and resources. We illustrate how students gradually develop the ability to track energy forms, transfers, and transformations in increasingly complex scenarios. We present evidence, using a quasi‐experimental design, that students who completed the curriculum were significantly more adept at these skills than students in comparable classrooms who experienced their districts' existing energy‐related physical science curricula. Important features of the curriculum include: the careful selection of a limited set of concepts chosen to provide a sound foundation for future learning; a consistent conceptual framework (the Energy Tracking Lens) within which the students have agency to build and refine a model of energy; engaging hands‐on activities that steadily build in complexity; accessible and versatile semi‐quantitative representations that support reasoning and communication; individual, small‐group and large‐group meaning‐making; and training and support for the teachers. [ABSTRACT FROM AUTHOR]

In this study I argue that Husserl's phenomenology is compatible with a realistic interpretation of scientific theories. That said, I distinguish between the realistic interpretation of scientific theories and scientific realism. The former holds that the theoretical terms of a scientific theory are intended to refer, and that if we have good reason to believe that a scientific theory is true then we also have good reason to believe the entities it refers to exist. Scientific realism holds that the world as described by the physical sciences not only exists, it is the only world that exists—the world of everyday perceptual experience must be demoted to the status of a mere appearance. My case for the compatibility of Husserl's phenomenology with a realistic interpretation of scientific theories is based on a distinction between scientific laws and scientific theories. I hold that Husserl's instrumentalism, if one can call it that, is restricted to an interpretation of scientific laws; accordingly, his anti-realism is directed against the reification of ideal objects constructed in the course of the exact mathematical representation of scientific laws, not against the theoretical entities postulated in the explanation of those laws. At the end of the study I seek to allay the fear that if one adopts a realistic interpretation of scientific theories one is thereby committed to some version of scientific realism. [ABSTRACT FROM AUTHOR]

In the United States, research on beginning science teachers provides little guidance regarding empirical minimum levels of discipline‐specific science coursework for sufficient subject matter knowledge to teach science. Accordingly, in this study we analyzed secondary physical science teachers' science coursework for subject matter knowledge (SMK) and resulting misconceptions of chemistry and physics concepts. Findings were compared with state‐level science teacher certification policies. Participants had either: (a) completed a master's level teacher preparation program with an undergraduate degree in science, (b) completed an undergraduate teacher preparation program with a minor degree or more in science, or (c) were undergraduate students enrolled in science courses required for chemistry and physics teacher certification. We analyzed participants' transcripts for discipline‐specific science coursework credit hours and GPAs and identified possible predictors of SMK predictors of the likelihood of passing chemistry and physics misconceptions tests. We categorized teachers' level of SMK and used multiple variable and logistic regressions (n = 212 participants; n = 109 chemistry and n = 103 physics). To identify teacher candidates' possible misconceptions, we analyzed chemistry (n = 97) and physics (n = 91) participants' item responses with the corresponding science credit hours and GPAs. With increasing numbers of credit hours teachers held fewer misconceptions. However, even with medium to high SMK levels, teachers still held misconceptions about chemical bonding, electromagnetism, and Newton's laws until they reached critical credit hour and GPA thresholds. Lastly, we provide recommendations for physical science teachers' programs of study and state‐level teaching certification policies, using empirical minimum quantity and quality of chemistry, physics, and mathematics coursework. [ABSTRACT FROM AUTHOR]

The current models of One Health appear to be suffering from a elevated emphasis on a small area of interface involving humans, environment and animals. This may largely be because of an extension of our understanding of physical science to biological world, which, though is far more complexer. [ABSTRACT FROM AUTHOR]