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Newtonian mechanics is still among the most difficult topics in the physics' syllabus taught at school. For example, even after completing traditional instruction, students still think that a force is necessary to maintain motion. Therefore, a revised method of instruction is needed that meets students' learning needs. The aim of the project presented in this article was to develop and evaluate novel teaching units for the introduction to Newtonian mechanics. Rather than changing methodology, the content area itself was restructured innovatively with careful consideration of the most common preconceptions. Based on diSessa's notion of conceptual change as the reorganisation of these only loosely connected preconceptions, so-called p-prims (diSessa, 1993, 2008), the strategy pursued was aimed at triggering the activation of appropriate p-prims while avoiding the activation of inappropriate p-prims. For example, to lower the activation priority of the above mentioned notion, a consistent introduction to mechanics via two-dimensional dynamics was chosen. In the first year of the corresponding study, 10 participating teachers taught their 7th-grade classes in the traditional one-dimensional way. In the following year, the same teachers taught (other) 7th-grade classes using the revised twodimensional way. Students' knowledge of mechanics, self-concept and interest in physics were assessed. This quasiexperimental field study showed a significant improvement in students' conceptual understanding. Thus the findings of this project suggest that altering the content structure of a particular topic might be an important parameter to improving learning outcomes.

The project described here was aimed at developing and evaluating a novel curriculum with corresponding instructional materials for middle school students on an introduction to Newtonian mechanics, based on physics education research findings. A case study showed that teachers who attended a half-day workshop on the curriculum subsequently enacted these materials in their classrooms appropriately and saw improved student performance. Thus, the project suggests that with only a relatively short amount of training time teachers are able to utilize such materials and consequently to improve teaching and learning in physics classes. We therefore regard it as a promising approach for professional development programs.

Scientists use models to describe and explain observed physical phenomena and to predict the outcomes of new phenomena. Choosing a productive model for describing or explaining a phenomenon is a routine part of the work of scientists but a rare exercise for our students. Students have difficulties understanding the meaning of the word "model" and using it to analyse physical phenomena and solve problems (Etkina "et al" 2006 "Phys. Teach". 44 S.34-9). According to previous research results, even in elementary instruction, the topic of ferromagnetism lends itself very well to looking at the meaning and function of models in the area of physics, since the "iron-magnet model" (the molecular model of magnetism) explains a multitude of observable phenomena. (Contains 9 figures and 4 footnotes.)

Teaching physics in the context of medicine or biology is a way to generate students' interest in physics. A more uncommon type of eye, the scallop's eye (an eye with a spherical concave mirror, which is similar to a Newtonian or Schmidt telescope) and the image-forming mechanism in this eye are described. Also, a simple eye model, which can easily be constructed and used in physics classes, is presented. (Contains 7 figures.)

Physics instruction that is student oriented will generate a long-term individual interest and therefore a lifelong openness to science. Phenomena of nature are part of the fields of interest which provide context leading to greater student interest. In this paper we present the locomotion of fish and sperm in a way which can be used to teach in physics classes. For the development of the topic, a free computer simulation can be downloaded, which illustrates the different kinds of movement pertaining to fish: paddling, oscillation and undulation. The physics of the three different kinds of movement is explained in the simulation by demonstrating the force vectors that are relevant. (Contains 7 figures.)