Appraises current explanations of how visual processing occurs. Highlights the basics of simultaneous and serial levels of processing. Discusses the results of a series of experiments on visual-search tasks and also on the role of prior knowledge in processing. (ML)

Reported the development and validation of an integrated model of performance on chemical concept-volumetric analysis. Model was tested on 265 chemistry students in eight schools.Results indicated that for subjects using algorithms without understanding, performance on volumetric analysis problems was not influenced by proportional reasoning…

Reports on a study designed to investigate secondary school students' misconceptions of conservation principles and fields. Results indicate that misconceptions appear to persist and that students were unable to transfer knowledge readily. Also teachers appear not to be fully aware of students' misconceptions. (ML)

This final report summarizes work done to formulate and test some cognitively-based principles useful for designing instruction in scientific or engineering fields. These principles stress the coherence and interpretability of the knowledge acquired by students. The principles were specifically applied to: (1) analyze the underlying knowledge and…

Most physics problem-solving studies provide data that indicate problem representation is different between experts and novices. This paper presents "cognitive aids" guiding the process of elaboration of a problem representation through intermediate representations. Intermediate means that the representation is situated somewhere between…

Describes the method used to probe students' associative meaning of the concepts of regulation and equilibrium. Results from students of grades 6, 9, and 11 and student teachers of biology indicated that a discrepancy exists between connotative meanings and cultural, standardized meanings. (ML)

Describes the nature of cognitive research. Misconceptions research in mechanics and electricity are reviewed. Research results on expert/novice differences in knowledge organization and problem solving are reviewed. Implications for classroom teaching are discussed. Lists 34 references. (YP)

Describes how discrepant events can be employed as a viable teaching strategy. Reviews the theory of cognitive dissonance and provides examples and approaches in its resolution. Offers samples of discrepancy events and unexpected situations. (ML)

Discusses problem-solving strategies and the successful strategy used to solve stoichiometric problems in general college chemistry courses. Reports that rereading problems, recalling a related concept, and reasoning deductively/inductively are the most heavily used strategies among 13 categories. (YP)

Some science educators who are interested in conceptual development have considered the phenomenon of student misconceptions and alternative frameworks. Researchers have used a variety of terms to describe the situation in which students' ideas differ from those of a scientist about a particular concept. This digest was produced to briefly…

Discusses the commonly held misconceptions on heat and examines potential contributing factors. Defines and provides examples of internal energy and heat. Suggests approaches to the teaching of heat for secondary level students. (ML)

One area explored in the second (in-depth) phase of the Learning in Science Project was "children's science," defined as views of the world and the meanings for words that children have and bring with them to science lessons. The inquiry reported focuses on problems/difficulties of learning about the concept of "force" through…

One area explored in the second (in-depth) phase of the Learning in Science Project was "children's science," defined as views of the world and the meanings for words that children have and bring with them to science lessons. The investigation reported focuses on primary, intermediate, and secondary students' (N=41) ideas about selected…

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)

One area explored in the second (in-depth) phase of the Learning in Science Project was "children's science," defined as views of the world and the meanings for words that children have and bring with them to science lessons. The investigation reported focuses on the concepts of "living" held by 32 students in four different…