Investigates how situational knowledge differs across individuals of different competence levels. Analyzes participants' descriptions of physics problem situations. Discusses the relationship between competence and the structure of problem situations, differences between experts and novices, and implications for teaching. (Author/KHR)

This monograph examines and discusses the context for diversity leadership roles and practices in higher education by using research and theoretical and applied literatures from a variety of fields, including the social sciences, business, and higher education. Framing the discussion on leadership in this monograph is the perspective that American…

During the last 10 years, cognitive science researchers have produced research findings that have great potential for increasing students' understanding of science. However, commercial publishers continue to produce textbooks and teacher's guides in traditional ways. This project developed a prototype unit which used an alternative approach to…

This paper describes the development of a sixth-grade "Matter and Molecules" unit using a new curriculum development model based on conceptual change research, the field testing of this unit in 15 classrooms and the field test results. The development process and the resulting unit are contrasted with the unit's predecessor, the "Models of Matter"…

Explores what kinds of calculus-related insights seem to typify calculus-related reasoning. Introduces "qualitative calculus" in which learning is focused on synthesis. Discusses the resemblance and difference between traditional calculus and qualitative calculus, advantages of learning qualitative calculus, and how understanding qualitative…

This paper describes the design and implementation of a curriculum unit for English-as-a-Second-Language (ESL) secondary school students by an ESL teacher and a computer studies teacher that sought to foster reading, writing, and computer skills. The unit is based on Mohan's (1986) Knowledge Framework, a conceptual framework that systematically…

Secondary school geometry students have been found to have misconceptions concerning parallel lines. Correctional teaching programs did not seem effective in changing these misconceptions. This research describes an attempt to use teaching strategies which take into account current learning theory and which encourages students to be actively…

A quasi-experimental study explored the effect of functional flow diagrams on technical system understanding. An individualized field training package which contained schematic diagrams that illustrated an aircraft's electrical system was complimented with functional flow diagrams. In a 4-week treatment, a control group of 10 students enrolled in…

Argues that individual teacher's conceptions of disciplinary knowledge are reflected in the curricula but that institutional factors also influence the curriculum presented to students. Discusses constructivist epistemology and employs qualitative research to interpret teachers' conceptions in a case study of three biology teachers. Suggests…

This document examines children's and adults' knowledge of observational astronomy and characterizes the kinds of mental models students form when asked questions in astronomy. Mental models were grouped into three categories: intuitive, synthetic, and scientific. Implications for the design of curricula and for instruction are identified. In…

One of the most common misconceptions about probability is the belief that successive outcomes of a random process are not independent. This belief has been dubbed the "gambler's fallacy". The belief that non-normative expectations such as the gambler's fallacy are widely held has inspired probability and statistics instruction that attempts to…

Outlines the use of concept maps as a tool for science curriculum development and discusses the changes that occur in the teacher's view of the curriculum with successive revisions of the maps. Describes and analyzes the maps created by sixth-grade teachers. (PR)