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Images were real if they were concrete or real-world such as "sun" for energy. Model images were abstractions such as "electron density" for orbital. The total number of images recalled and the level of abstraction of the images increased with the experience of the subjects (faculty had better recall than graduate students and graduate students had better recall than undergraduates). 8) were associative whereas only 10% (average of 3 out of 31) of the images reported by faculty were associative.

Problem solving was stressed in one section, but not in the other. The instruction was loosely based on Polya's problem-solving model: (a) understanding the problem, (b) designing the plan, (c) carrying out the plan, and (d) looking back (Polya, 1957). However, the first two stages were combined into one called "planning the solution," partly because Yackel's (1984) work had shown that these stages are not done separately or sequentially. 37 38 HERRON Students were encouraged to ask questions such as, "What is the unknown?

For example, the inclusion of air resistance and other nonlinear phenomena makes possible consideration of more realistic situations in mechanics. Are students sufficiently motivated by real-world examples to warrant using them in place of problems that are conceptually simpler and more readily understood? CONCLUSIONS It is a consequence of the broad scope of activity in research in physics education that the brief overview presented here has omitted so much of what has been done in the last few years.

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