In this article, the authors explore the question, "Does the Moon spin?", and show how the question is investigated. They emphasise the importance of the process by which people work out what they know, by "learning from the inside out." They stress that those involved in science education have to challenge current conceptions and ideas, making…

Describes the distinctive features of the common snapping turtle. Discusses facts and misconceptions held about the turtle. Provides guidelines for proper care and treatment of a young snapper in a classroom environment. (ML)

Presents an integrated approach that helps students understand difficult science concepts. Involves counteracting children's confusion over certain concepts, confronting children's misconceptions through inquiry, and presenting a multitude of experiences that challenge children's erroneous beliefs. Presents an example of applying this approach to…

Primary school teachers' responses to interview questions about science concepts are described and compared in general terms with views of scientific concepts held by children. Some possible implications of the findings for the development of primary science are outlined. Sample interview questions are included. (Author/CW)

Presents two views about lenses and optics in attempt to clarify a story written by Carolyn Hermann, "Through the Magnifying Glass." Cites two references for additional reading on students' optics difficulties. (RT)

Reports on a study in which clinical interviews were conducted with three elementary school children to determine the extent to which they held naive misconceptions about important biological topics, and to determine agewise trends in the development of biological knowledge. (TW)

Offers perspectives on research related to students' ideas about science prior to instruction. Discusses possible origins of prior knowledge, the requirements for conceptual change, and reviews instructional implications. (ML)

This study focused on misconceptions related to light and vision. Researchers administered diagnostic tests about light, vision, and color before and after instruction to 227 fifth-grade students over a 2-year period. They also conducted 11 clinical interviews. The tests and interviews revealed that almost all students shared certain…

Presents baseline data about the existing state of elementary school teachers knowledge of physical science. A teacher questionnaire and physical science test were administered to participants (N=333) of a physical science inservice training program in Arizona. Results revealed inadequacies in teachers' knowledge of physical science and the…

Explains that discussions should be used to help students think about their experiences with hands-on science learning. Making hands-on science "brains-on" will help challenge student's misconceptions. (PR)

The results of a study conducted with elementary school students in Tanzania are presented. A number of alternative conceptions were revealed. The role of sociocultural beliefs in forming these conceptions is described, and the implications of these findings for science teaching and teacher education are discussed. (Author/CW)

Discusses a study which explored the possible value of the history of science to understanding student misconceptions. Focused on photosynthesis and examined relationships between students' conceptual difficulties and the transformation of concepts through time. Student responses suggest that the history of science can be used to anticipate…

Discussed are the ways that misconceptions about chemistry are acquired by presecondary children. Several recommendations for teaching chemistry to children are presented including the use of variety, hands-on experiences, critical thinking skills, and appropriate timing of concepts. (CW)

Examines childrens' (age 8-14) conceptions of shadow formation through interviews. Identifies "the trigger model" of shadows and finds that there are multiple roles that children attribute to light. (YP)

The abundance of life, the highly varied geologic formations, and climatic variations found in a wide range of deserts is presented. Misconceptions held about the desert are discussed. A list of resources and activities are included. (KR)