The effect of a relevant analogy and of subject visualization on the amount of cognitive capacity needed to process unfamiliar information about science was investigated. The dependent measure was reaction time on a secondary task while listening to six tape recorded passages about chemistry and physics in a 2 x 2 x 6 mixed design. The analogy…

The purpose of this study was to develop a procedure for the evaluation of M-demand of chemistry problems. It was shown that dimensional analysis upon the Neo-Piagetian theory of Pascual-Leone could help science teachers to understand the epistemological basis of their discipline. (CW)

Discusses the difficulties that some students have in understanding the concept of chemical reactions. Proposes that instructors try to consider the various difficulties during a chemistry course when students form their concepts of element conservation. (TW)

Investigates the remediation of misconceptions through application of Gagne's hierarchical learning theory. Uses stoichiometry, food levels, and conservation of mechanical energy as the target concepts. Reports that there was no treatment effect in analysis of covariance using pretest scores as a covariant. (YP)

An investigation of Ontario high school students' understanding of acids and bases with quantitative and qualitative methods revealed misconceptions. A concept map, based on the objectives of the Chemistry Curriculum Guideline, generated multiple-choice items and interview questions. The multiple-choice test was administered to 34 grade 12…

Reports on a study designed to determine the importance of images to experienced chemists and the nature of images among learners, with particular attention to correlations with level of learning. Suggests that instructional methods should consider the student's ability to develop specific images appropriate to the chemical concepts. (TW)

Reports on the assessment of student thinking in the area of commitment to the laws of conservation of matter and energy during a study of conceptual change among introductory chemistry students. States four conditions upon which strategies for conceptual change are based. (RT)

Points out a misconception that is reinforced in many elementary and advanced chemistry texts. Discusses the general limitations of the orbital concept. Notes misconceptions related to the transition elements and their first ionization energies. (MVL)

Describes a multiple choice, pencil and paper, diagnostic instrument used to measure student understanding of covalent bonding and structure concepts. Reports evidence of seven commonly held misconceptions. (MVL)