This paper revisits the demonstration of Lenz by dropping magnets down a non-magnetic tube. Recent publications are reviewed and ideas for undergraduate laboratory investigations are suggested. Finally, an example of matching theory to observation is presented.

In recent years there has been a strong emphasis on the value of various applications of information and communication technology as tools to support teaching and learning. One tool that has been given prominence is the Internet and in order to attain Qualified Teacher Status in England, student teachers are required to demonstrate an ability to use remote databases, such as those provided through the Internet, to support their teaching. However, the experience of the collaborating researchers, working with student teachers in five different higher education institutions, suggests that use of the Internet remains limited. This research project sought to examine current attitudes and practice amongst student secondary science teachers. In particular, factors promoting or hindering the use of the Internet in the classroom were investigated, alongside views concerning what might constitute good pedagogy. The results indicate that most student teachers are making at least some use of the Internet and see its value in promoting learning. However, many issues arose in addition to those which were simply related to lack of resources or technical difficulties. Thus the disparate nature of the material on the Internet and a perception of limited information about effective pedagogy, coupled with a shortage of role models to demonstrate successful use, were also identified as important barriers to their development of effective use of the Internet. The implications of this for initial teacher education programmes are discussed and suggestions for development and further research outlined.

There is a chronic international shortage of mathematics and science teachers, particularly physicists. The study reported here examines why physicists become teachers and why they stay in teaching. Physicists from seven preservice teacher training cohorts from three English universities were invited to answer an online survey with follow-up telephone interviews exploring their decisions to become teachers and the factors influencing their retention in the profession. Key to becoming teachers were pivotal experiences revealing teaching as a career they could enjoy. Analysis also showed a frequent lack of support and feelings of isolation for beginning physics teachers in schools.Résumé: Sur le plan international, il y a une carence chronique d'enseignants de mathématiques et de sciences, en particulier en physique. L'étude résumée ici se penche sur les raisons pour lesquelles lesétudiants diplômés en physique choisissent l'enseignement et pourquoi ils décident d'y rester. Des physiciens de sept cohortes de formation en enseignement, provenant de trois universités anglaises, ontété invitésà répondreà une enquête en ligne suivie d'entrevues téléphoniques pour analyser leur décision de devenir enseignant ainsi que les facteurs ayant influencé leur choix de carrière. Parmi les facteurs déterminants figurent les expériences clés qui leur ont indiqué l'enseignement comme une profession qui pouvait leur plaire. L'analyse révèleégalement un manque de soutien et un sentiment d'isolement chez les nouveaux enseignants de physiqueà l'école.

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