Summarizes observations of differences in cognitive processes in college physics students. Provides examples of trains of thought and misconceptions exhibited by students and suggests procedures to help resolve the difficulties. (CS)

In this article, constructivism is examined as an epistemological basis for school science and mathematics instruction. The nature and process of constructing scientific and mathematical knowledge in school settings is also considered. A distinction is made between truth and feasibility, and the implications for science education are discussed.…