Imprecise constructs abound in science education research in part due to reliance on stipulative definitions that neglect fine distinctions between closely related constructs and overlook important meanings and hidden values embedded in language. Lack of conceptual clarity threatens construct validity, hampers theory development, and prevents…

This special issue of "Journal of Research in Science Teaching" reflects conclusions and recommendations in the "Discipline-Based Education Research" (DBER) report and makes a substantial contribution to advancing the field. Research on undergraduate science learning is currently a loose affiliation of related fields. The…

Instructional tasks are key features of classroom practice, but little is known about how different components of tasks--such as selecting or designing tasks for a lesson, launching, and implementing them with students--shape the conditions for students' intellectual engagement in science classrooms. Employing a qualitative multiple case study…

Understanding the energy changes that occur as atoms and molecules interact forms the foundation for understanding the macroscopic energy changes that accompany chemical processes. In order to identify ways to scaffold students' understanding of the connections between atomic-molecular and macroscopic energy perspectives, we conducted a…

Focusing on a group of African American third graders who attend a high-poverty urban school, I explore the structure-agency dialectic within contested spaces situated in a dialogically oriented science classroom. Contested spaces entail the moments in which the students challenge each other's and their teacher's science ideas and, in the process,…

This study investigated the conceptual pathways of 19 Grade 11 introductory chemistry students (age 16-17) as they participated in a multirepresentational instruction on the particulate nature of matter (PNM). This study was grounded in contemporary conceptual change theory, in particular, research on students' conceptual pathways that focuses on…

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…

While research has shown that elementary (K-5) students are capable of engaging in the scientific practice of explanation construction, commonly-used elementary science curriculum materials may not always afford them opportunities to do so. As a result, elementary teachers must often adapt their science curriculum materials to better support…

This research consists of a longitudinal study of 12 female elementary preservice teachers' conceptual understanding over the course of several months. The context in which the participants received instruction was in an inquiry-based physics course, and the targeted science content was the cause of moon phases. Qualitative research methods,…

Recent research has challenged traditional assumptions that scientific practice and knowledge are essentially individual accomplishments, highlighting instead the social nature of scientific practices, and the co-construction of scientific knowledge. Similarly, new research paradigms for studying learning go beyond focusing on what is "in the…

Points out the fact that Piaget's objections to tests as ways of identifying cognitive structures and processes have been largely ignored in most of the replication studies conducted by English and American psychologists. (PEB)

Examines the ability of Australian high school students to recognize definitions of 16 concept words associated with the theme, the nature of matter, and investigates the effect of selected variables on test scores for definitions associated with the theme in question. (HM)

Describes a study of factors in the development of reasoning on the balance beam (n=34 nonscience majors in a Physical Science class). From this study and others, the author developed a model of problem solving and problem-solving behaviors. The implications of this model for instruction are discussed. (PR)

This study (n=192) examined the use of analogical instruction to overcome misconceptions about conservation of matter. Students who understood the concept conservation of matter when iodine was evaporated were able to transfer their understanding to the evaporation of acetone. This indicates that teaching by analogy can be an effective tool in…

Reports a study (n=41) of the effectiveness of in-depth, conceptually integrated instruction delivered via a videodisc program in eliminating children's alternative frameworks in science. This curriculum, which did not directly address alternative frameworks during instruction, changed 92% of the alternative frameworks held by students to…