Inequalities are one of the foundational subjects in high school math curricula, but there is a lack of academic research into how students learn certain types of inequalities. This article fills part of the research gap by presenting the findings of a study that examined high school students' methods of approaching absolute value inequalities,…

Reports on research designed to discover whether certain conceptual difficulties experienced by present day students in the realm of action at a distance are parallel to the experiences of scientists in previous generations. Contains 60 references. (DDR)

Identifies the conceptions of energy of preservice high school biology teachers. Findings indicate that this group of preservice teachers holds alternate conceptual frameworks when describing physical situations. Contains 35 references. (DDR)

The consistency, if any, with which force concepts are used by individual students in different, but closely related, contexts was investigated. A total of 534 university and high school students were tested to elicit their beliefs about the forces acting on various objects. Students' beliefs about the forces acting on objects at rest and in…

Discussed are the implications of the three main stages of conceptual change--"awareness, disequilibrium, and reformulating"--on misconceptions of grade 10 students in Israel. The difficulties and problems encountered with the procedure are included. (KR)

Reports on a study which tested eight categories of logical fallacies with secondary students, student teachers, and teachers from Australia, South Africa, and Israel. Results indicate that logical fallacies were exhibited by all the groups. Implications are discussed. (ML)