| Authors | Title | Pages |
| K. Wosilait, P. R. L. Heron, P. S. Shaffer, and L. C. McDermott | Addressing student difficulties in applying a wave model to the interference and diffraction of light | S5-S15 |
| R. Beichner, L. Bernold, E/ Burniston, P. Dail, R. Felder, J. Gastineau, P. Gjertsen, and J. Risley | Case study of the physics component of an integrated curriculum | S16-S24 |
| B. A. Thacker, U. Ganiel, and D. Boys | Macroscopic phenomena and microscopic processes | S25-S31 |
| P. W. Laws, P. J. Rosborough, and F. J. Poodry | Womens' responses to an activity-based physics program | S32-S37 |
| K. Cummings, J. Marx, R. Thornton, and D. Kuhl | Evaluating innovation in Studio Physics | S38-S45 |
| C. S. Kalman, S. Morris, C. Cottin, and R. Gordon | Promoting conceptual change using collaborative groups in quantitative gateway courses | S45-S51 |
| A. Elby | Another reason that physics students learn by rote | S52-S57 |
| R. Harrington | Discovering the reasoning behind the words: An example from electrostatics | S32-S37 |
| Authors | Title | Pages |
| I. Galili and A. Hazan | The influence of an historically oriented course on students' content knowledge in optics evaluated by means of a facets-schemes analysis | S3-S15 |
| E. Bagno, B.-S. Eylon, and U. Ganiel | From fragmented knowledge to a knowledge structure: Linking the domains of mechanics and electromagnetism | S16-S26 |
| J. A. Marshall and J. T. Dorward | Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students | S27-S36 |
| R. N. Steinberg | Computers in teaching science: To simulate or not to simulate? | S37-S41 |
| S. Vokos, P. S. Shaffer, B. S. Ambrose, and L. C. McDermott | Student understanding of the wave nature of matter: Diffraction and interference of particles | S42-S51 |
| D. Hammer | Student resources for learning introductory physics | S52-S59 |
| D. S. Abbot, J. M. Saul, G. W. Parker, and R. J. Beichner | Can one lab make a difference? | S60-S61 |
| Authors | Title | Pages |
| M. Johnson | Facilitating high quality student practice in introductory physics | S2-S11 |
| D. P. Maloney, T. L. O'Kuma, C. J. Hieggelke, and A. Van Heuvelen | Surveying students' conceptual knowledge of electricity and magnetism | S12-S23 |
| R. E. Scherr, P. S. Shaffer, S. Vokos | Student understand of time in special relativity: Simulataneity and reference frames | S24-S35 |
| P. Colin and L. Viennot | Using two models in optics: Students' difficulties and suggestions for teaching | S36-S44 |
| L. Bao and E. F. Redish | Concentration analysis: A quantitative assessment of student states | S45-S53 |
| A. Elby | Helping physics students learn how to learn | S54-S64 |