The preponderance of visually oriented and visually complex concepts and information in science classrooms poses significant challenges to learning among students with visual impairment (VI). It is acknowledged that the good quality of practical work promotes the engagement and interest and curiosity of students as well as developing a range of…

This study was designed to identify students' misconceptions concerning frictional force, and Newton's laws of motion. It was also designed to determine the effectiveness of using instructions based on students' misconceptions to improve the teaching of physics. A pencil-and-paper test was administered to three groups of 16-year-old students:…

During the 1984-85 school year, questionnaires were mailed to 358 science teachers in all regions of North Carolina to determine what they thought about the value of laboratory activity as one of their teaching methods and their feelings about the mechanics of using this methodology. Without a follow-up, 52.2 percent (N=187) of the questionnaires…

How science understandings are communicated and how students construct meaning of these communications are central issues in epistemic research. Students' metacognition of the meaning-making process is embedded in this line of research. This paper reports a study to examine children's declarative, procedural, and conditional knowledge of science…