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Peer reviewedHarrison, Allan G.; Grayson, Diane J.; Treagust, David F. – Journal of Research in Science Teaching, 1999
Focuses on cognitive and affective changes that occurred in one student during the study of heat and temperature. Initially the student's conceptual framework was undifferentiated with regard to heat and temperature; however, course activities and concomitant use of concept substitution helped the student differentiate these concepts and integrate…
Descriptors: Affective Behavior, Case Studies, Cognitive Structures, Concept Formation
Peer reviewedHashweh, Maher – Journal of Research in Science Teaching, 1988
Calls for differentiating between three kinds of studies of students' conceptions in science, namely descriptive studies, explanatory studies, and studies attempting to foster conceptual change. Cites the literature about student perceptions and science instruction. (TW)
Descriptors: Cognitive Structures, Concept Formation, Elementary School Science, Elementary Secondary Education
Peer reviewedCleminson, Andrew – Journal of Research in Science Teaching, 1990
Examined are two aspects of science education--the nature of science and curriculum reform. Contemporary views on the tentative nature of science and a generative model of learning are synthesized. (KR)
Descriptors: Cognitive Processes, Cognitive Structures, Concept Formation, Curriculum Development
Peer reviewedLederman, Norman G. – Journal of Research in Science Teaching, 1992
Reviews research from the past 40 years on students' and teachers' conceptions of the nature of science, clarifies the basic assumptions and logic which have guided earlier research efforts, contrasts the results from qualitative and quantitative research, makes recommendations about research methods, and suggests avenues for future research about…
Descriptors: Cognitive Structures, Curriculum Development, Curriculum Research, Elementary Secondary Education
