Teaching Faraday’s law of electromagnetic induction in introductory physics courses is challenging. We discuss some inaccuracies in describing a moving conductor in the context of electromagnetic induction. Among them is the use of the ambiguous term “area change” and the unclear relation between Faraday’s law and Maxwell’s equation for the electric field circulation. We advocate the use of an expression for Faraday’s law that shows explicitly the contribution of the time variation of the magnetic field and the action of the Lorentz force, which are usually taught separately. This expression may help students’ understanding of Faraday’s law and lead to improved problem solving skills.

Energy is a central concept in science in every discipline and also an essential player in many of the issues facing people everywhere on the globe. However, studies have shown that by the end of K‐12 schooling, most students do not reach the level of understanding required to be able to use energy to make sense of a wide range of phenomena. Many researchers have questioned whether the conceptual foundations of traditional approaches to energy instruction may be responsible for students' difficulties. In response to these concerns, we developed and tested a novel approach to middle school physical science energy instruction that was informed by the recommendations of the Framework for K‐12 Science Education (National Research Council, 2012a) and the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013). This new approach differs substantially from more traditional approaches to energy instruction in that it does not require energy forms and it emphasizes connections between energy, systems, and fields that mediate interaction‐at‐a‐distance. We investigated student learning during this novel approach and contrasted it with student learning within a comparable unit based on a more traditional approach to energy instruction. Our findings indicate that students who learned in the new approach outperformed students who learned in the traditional approach in every quantitative and qualitative aspect considered in this study, irrespective of their prior knowledge of energy. They developed more parsimonious knowledge networks in relation to energy that focused primarily around the concept of energy transfer. This study warrants further investigation into the value of this new approach to energy instruction in both middle and high school.

School instruction is critical for helping students use energy as a lens for making sense of phenomena, however, students often struggle to see the usefulness of energy analysis for interpreting the world around them. One reason for this may be an overreliance on the idea of energy forms in introductory energy instruction, which may unintentionally suppress, rather than prompt, insights into how and why phenomena occur. We argue that an approach to energy instruction that emphasizes energy transfers between systems, and does not require the idea of energy forms, provides students with a more consistent and useful set of tools for interpreting phenomena. Such a perspective requires connecting the energy concept to the notion that fields, which mediate interaction-at-a-distance, are a real physical system that can transfer energyan idea that is rarely presented in middle school science. We outline an instructional approach in which middle school students learn to interpret phenomena by modelling energy transfers between systems of interacting objects and fields. We argue that this approach presents a more physically accurate picture of energy, helps align energy instruction across disciplines, and supports students in seeing the value of energy as a lens for making sense of phenomena.

We have examined the understanding of students and physics teachers regarding Galileo’s law of free fall. Refining this law for an observer on the ground, which is usually neglected in textbooks, results in the acceleration of free fall being mass dependent. We found that physics students and high school teachers are unaware of the conditions for which Galileo’s law is valid, and the law is often identified with the equivalence principle.

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