Investigated a persistent error among introductory college biology and genetics students, namely, that amino acids are produced by genetic translation (protein synthesis). Contributors to this misconception were revealed through multiple-choice items and interviews. Implications for education are discussed with specific steps suggested to correct…

Discusses misconceptions (in several thermodynamics statements) that seem to be particularly common among students who have finished a one-semester, junior-level course in chemical thermodynamics. When presented as true/false questions, these statements are usually judged true, although each requires at least one more condition to be satisfied.…

A variety of problems, ranging from vocabulary to pre-existing belief structures, prevent efficient learning among biology students. Several of these problems are discussed, with implications for teaching college level biology addressed. (JN)

Approximately 500 nonscience major university chemistry students were surveyed to record their interpretations of specific chemical symbolism before presenting modern concepts of atomic and molecular structure, in an attempt to understand the thought processes entering students use as they interpret symbolism. Results are reported and discussed.…

Examined Australian medical school students' (N=150) conceptual frameworks and reasoning patterns related to natural selection. Results indicate that the majority believed that evolutionary changes occur as a result of need. Implications related to student learning and to science and medical education are considered. (JN)

Considers what college students think reasoning about physics involves. Discusses whether it is possible to identify students' general conceptions of physics and the effects of a course on students' concepts. Data indicated that students' understandings had an effect on problem solving, qualitative problems, and misconceptions. (YP)

The misconceptions related to the concepts of force and acceleration among college students are explored. Misconceptions are identified and their occurrence among a large percentage of students are observed. Provided are some implications for physics teaching and an eight-item test. (Author/YP)

Describes some of the common principles underlying the operation of the cortex in an effort to understand the human brain. Discusses the structure of the cortex, its specific areas, and its map-making abilities. Describes some of the recent discoveries about brain operation, development and functioning. (TW)

Discusses seven key concepts in Ausubel's learning theory which function to guide research and teaching. Also discusses concept mapping and Gowins Vee, providing examples of how they are used in chemistry instruction. (JN)

The processes of photosynthesis and respiration are basic to the understanding of many other aspects and functions of biological systems. Because of their curricular significance, these processes served as the focal point in an investigation of student conceptions and instructional effectiveness. In this study, students in a college nonscience…

Describes: (1) laboratory information science in the clinical chemistry curriculum; (2) testing Boyle's Law, a context for statistical methods in undergraduate laboratories; (3) acquiring chemical concepts using microcomputers as tutees; and (4) using Data Interchange Format files for Apple microcomputers. Includes feedback from a previous article…

Lists 15 commonly encountered misconceptions/misunderstandings in biology, together with specific suggestions to help teachers and textbook authors clarify each misconception. Included are problems related to understanding differences between acellular and multicellular, respiration and photosynthesis, egestion and excretion, and homeostasis and…

Reviewed are findings on misconceptions in mechanics and their instructional implications. Many misconceptions are widespread and resistant to change but students have useful intuitions and reasoning processes that could be used more fully. One strategy for dealing with misconceptions is described. It stresses anchoring intuitions, analogical…

Described is a computer tutor designed to help students gain a qualitative understanding of important physics concepts. The tutor simulates a teaching strategy called "bridging analogies" that previous research has demonstrated to be successful in one-on-one tutoring and written explanation studies. The strategy is designed to remedy…

Illustrated is the confusion over centrifugal force in sample problems, diagrams, formulas, and examples. Some recommendations to remedy the situation are suggested. (YP)