Introduces the learning cycle method in the context of biology instruction. Includes a theoretical rationale for its use as well as a brief review of key studies that have found it effective. (Author/MM)

Argues that by examining which concepts of a particular area of physics are fundamental and which are defined, teachers can choose concepts for investigation that progress logically and should minimize students' misconceptions and confusion. (Author)

Describes the "SemNet" software and some of its uses as an educational and research tool, with emphasis on the similarities and differences between concept mapping and semantic networking. (PR)