This study aims to identify students' misconceptions regarding covalent bonds. Seventy-seven graduate students in the middle of Indonesia participated in the study. Data were collected in three stages. First, misconceptions were identified by using the Semi Open Diagnostic Test. Ten students who experienced the worst misconceptions were…

The connection between the molecular-level structure of a substance and its macroscopic properties is a fundamental concept in chemistry. Students in college-level general and organic chemistry courses were interviewed to investigate how they used structure-property relationships to predict properties such as melting and boiling points. Although…

The importance of "size and scale" in nanoscience and engineering has been recognized by both scientists and science educators. A solid understanding of this concept is key to the learning of nanoscience. Students, however, have been reported to have considerable difficulty grasping this concept; yet little is known regarding their state…

Examines the nature of selected traditional cosmological concepts among literate and nonliterate Nigerians. Findings indicate that the respondents, regardless of their status, hold both scientific and traditional notions of the universe. A preference for a scientific world view was evidenced by those who experienced a history/philosophy of science…

Data were collected via semistructured interviews on female college students views about the natural world. Fundamental beliefs are presented as a concept map and characterized by bipolar descriptive codes. The most intriguing observation of the study was science's apparent lack of influence on students' beliefs about nature even though these…

Presents a diagnostic test for measuring college biology students' understanding of diffusion. Three general steps were used: (1) defining the content boundaries; (2) collecting information on students' misconceptions; and (3) instrument development. The split half reliability was 0.74, difficulty indices ranged from 0.23 to 0.95, and the…

Discusses a study which explored the possible value of the history of science to understanding student misconceptions. Focused on photosynthesis and examined relationships between students' conceptual difficulties and the transformation of concepts through time. Student responses suggest that the history of science can be used to anticipate…

Reports on the results of an investigation into the understanding of the concepts of basic electricity by French students from grade six up through the fourth year of college. Discusses the misconceptions formed and the challenges these present to physics educators. (TW)

Describes a computer program presenting four genetics problems to monitor the problem solving process of college students. Identifies three main areas of difficulty: computational skills; determination of gametes; and application of previous learning to new situations. (Author/YP)

Beginning physics students (n=42) were constrained to analyze mechanics problems according to a hierarchical scheme that integrated concepts, principles, and procedures. After five one-hour sessions, students increased their reliance on the use of principles in categorizing problems according to similarity of solution and in writing qualitative…

The ways in which the concept of acceleration is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (n=30) and first-year university students (n=60). Some students' understanding are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatment of the concept.…

Discussed are the results of a test administered to nonmajor biology students on the topic of natural selection. The description of student conceptions, effects of instruction, and the effects of a belief in evolution are included. (KR)

Presented are the results of a study of the effects of peer-led tutoring groups on achievement in college chemistry. Supplemental instruction was effective in increasing students' achievement in chemistry as measured by final grades in chemistry and responses to a questionnaire. (CW)

Selective illustrative examples of students' learning difficulties and misconceptions in first-year general and organic chemistry are presented in the students' terms, followed by strategies the author uses to overcome the difficulties. Suggests that student misconceptions in first-year chemistry are not interrelated logically and are not prone to…

Provides examples of how concept mapping can be used to help overcome misconceptions in college chemistry. (PR)