Presented are the results of a study of high school and college students concerning their thinking about functions of the human body. It was shown that students' thinking could be positively changed over the short term from teleologic to mechanistic. Sample survey questions are included. (CW)

Propositions expressed by students during interviews prior to and after audiovisual instruction served as the basis for Concept Propositional Analysis (CPA) to assess cognitive structure. CPAs for two students are reported and aspects of Ausubelian principles are discussed. The method showed that new learning can be linked to previous…

By studying many observations from recent research dealing with beginning physics students' conceptions about forces and motion, this investigation produced a framework within which this research can be organized. The framework summarizes the mechanisms of force invoked by students in particular situations, and it describes the features of…

Described are the results of a conceptual physics survey given to a small group of high school physics students with the goal of identifying common misconceptions held by students. Three common misconceptions were identified and are discussed in detail. (CW)

Identifies an induced incorrect generalization as a generative cause for the formation of misconception. Analyzes students' protocol of an exploratory learning experiment about the laws of reflection of light. Suggests recommendations for textbook, teaching, and practical work. (Author/YP)

This paper attempts to show that it is possible to analyze a problem solving protocol in which the subject spontaneously generates a series of analogies. The qualitative physics problem given to the subject describes a situation where that which is unfamiliar is often solved by relating it to several analogous situations that are more familiar.…

Reports on a study designed to examine students' understanding of certain aspects of heat, pressure, and evolution. Results indicated that little change was apparent over the two-year period of the study, with most of the students in the 12 to 14 age range at the same conceptual level as the 14 to 16 year olds. (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)

The purpose of this study was to examine the thinking underlying the questions posed by a science teacher to her seventh grade students in an instructional activity called Mind Games, in which hypothetical situations focussed on scientific issues are proposed and explored at least once during each major instructional unit. Mind games are conveyed…

This paper posits a cognitive model for understanding and learning physics that is an alternative to the formal deductive system. Recent findings of Fuller, Karplus, Lawson, and others are cited in arguing against using a formal deductive approach to teaching physics. The model demonstrates types of action-oriented knowledge structures as they…

Reports on the results of an investigation into the understanding of the concepts of basic electricity by French students from grade six up through the fourth year of college. Discusses the misconceptions formed and the challenges these present to physics educators. (TW)

Discusses the rationality of students' alternative frameworks by considering the role played by their beliefs, their understanding of other views, and the reasons for justification or rejection. Investigates the way in which 14-year-old boys see the effects of classroom learning experience on their ideas. (Author/YP)

Reports an experimental study of 80 ninth grade biology students randomly assigned to treatment and control groups to determine whether the use of human examples in instructional strategies on Mendelian genetics increases acquisition and retention of genetics concepts. Results indicate that use of human examples in contrast to traditional examples…

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)

Described is a study of 147 students that indicated a high proportion of students did not understand the concept of limiting factors. Textbook presentations that create problems are discussed. Strategies which may be more effective in teaching the concept are suggested. (CW)