Two questionnaires were given to 38 students (16-18 year olds), in which they were asked to classify a list of different conceptual entities by several ontological features. The results suggest the form of a fundamental "ontological space" and locate some scientific concepts in this space. (Author)

Combined free response questionnaire and interview procedure are used to probe students' ideas regarding how they believe they see both luminous and nonluminous objects and how they think they hear source of sound. From large sample of students studied (n=1901), prevalence of ideas in different age groups is compared, and progression can be seen.…

Examined were children's conception of changes in the state of matter and their understanding of the reversibility of the process. The relationship between children's intuitive ideas about matter, as observed in this study, and their logical ability to conserve weight is discussed. (CW)

The results of survey of secondary school biology students used to access misconceptions about cells are presented. A distinction between conceptions, misconceptions, and nonconceptions is drawn in terms of secondary school biology concepts. The resilience of misconceptions is discussed. (CW)

This investigation of the development of young children's concept of evaporation examines their intuitive explanations of real world events involving evaporation. A study of the effects of providing evidence contradicting their explanations and of directing their attention to relevant situational features provides insight into the development of…

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)

Investigates the influence of five cognitive variables on high school students' performance on balancing chemical equations by inspection. Reports that reasoning, restructuring, and disembedding variables could be a single variable, and that working memory capacity does not influence overall performance. Results of hierarchical regression analysis…

It can be inferred from the corpus of misconception research that an assumption that students come into secondary and college classes with a relatively homogeneous view of the world has been made. This paper takes the position that this assumption keeps researchers from a more comprehensive understanding of the factors that lead to science…

This paper discusses some of the results of a study conducted in Papua New Guinea on students' comprehension of 45 non-technical words used in science classes. Four words, "component,""devise,""exert," and "random," are considered in detail. (CW)

An investigation of students understandings of acids and bases using concept maps, multiple-choice tests, and clinical interviews is described. The methodology and resulting analysis are illustrated with two abbreviated case studies selected from the study. Discussion of concept mapping points to how it starkly represents gaps in the understanding…

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…

Describes a theoretical frame for understanding cognitive development to outline the planning and performance of a unit on electrostatics. Analyzes a female student's learning process and the development of the complexity of her cognitive skills. (PR)

Models the ideas of children's misconceptions and subsequent acceptance of conventional scientific thought on the simple cusp of catastrophe theory. Demonstrates one theory of the forces which are necessary to change a misconception to a scientific concept. (CW)

The research reported in this study was done to evaluate the understandings developed by students who meet science concepts through a textbook. Findings indicated that concrete concepts were better understood by eighth grade students than formal concepts and that students achieved some understanding of some formal concepts. (CW)

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)