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Beyer, Carrie J.; Delgado, Cesar; Davis, Elizabeth A.; Krajcik, Joseph – Journal of Research in Science Teaching, 2009
Reform efforts have emphasized the need to support teachers' learning about reform-oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student "and" teacher learning. However, little is…
Descriptors: Evaluation Criteria, Biology, Pedagogical Content Knowledge, Misconceptions
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Abd-El-Khalick, Fouad; Waters, Mindy; Le, An-Phong – Journal of Research in Science Teaching, 2008
This study assessed the representations of nature of science (NOS) in high school chemistry textbooks and the extent to which these representations have changed during the past four decades. Analyses focused on the empirical, tentative, inferential, creative, theory-driven, and social NOS, in addition to the myth of "The Scientific Method," the…
Descriptors: Secondary School Science, Textbooks, Scientific Methodology, Scientific Principles
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Settlage, John, Jr. – Journal of Research in Science Teaching, 1994
Explores the nature of the changes in students' explanations (n=50) of evolutionary scenarios. Teleological and Lamarckian explanations accounted for over half of the students' explanation on the pretest but dropped to less than 20% on the posttest. (ZWH)
Descriptors: Academic Achievement, Biology, Classroom Research, Evolution
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Hynd, Cynthia; And Others – Journal of Research in Science Teaching, 1994
Ninth- and 10th-grade students (n=310) participated in a study designed to determine the effect of three variables (viewing a demonstration, engaging in student to student discussion, and/or reading a refutational text) on conceptual change in physics. Results revealed that reading the refutational text helped students change their intuitive ideas…
Descriptors: Academic Achievement, Concept Formation, Educational Strategies, High Schools
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Roth, Wolff-Michael; Roychoudhury, Anita – Journal of Research in Science Teaching, 1993
Among the conclusions from an microanalysis of 29 high school physics student's concept mapping behaviors were that concept maps lead to sustained discourse on the topic and improved declarative knowledge. On the negative side, concept maps let scientifically incorrect notions become ingrained and go unchallenged. (PR)
Descriptors: Concept Formation, Constructivism (Learning), Educational Research, High Schools
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Sanders, Martie – Journal of Research in Science Teaching, 1993
Investigates South African teachers as a possible source of pupils' erroneous ideas about respiration. The views of 136 teachers were elicited by means of an analysis of how teachers marked an essay containing errors commonly found among year-12 students. Teacher responses suggest that many of them as well might have erroneous ideas. (PR)
Descriptors: Educational Research, Foreign Countries, High Schools, Misconceptions
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Boo, Hong Kwen – Journal of Research in Science Teaching, 1998
Investigates Grade 12 students' understandings of the nature of chemical bonds and the energetics elicited across five familiar chemical reactions following a course of instruction. Discusses the many ways in which students can misconstruct concepts and principles. Contains 63 references. (DDR)
Descriptors: Chemical Bonding, Chemistry, Concept Formation, Educational Strategies
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Walsh, E.; And Others – Journal of Research in Science Teaching, 1993
Students' understanding of the concept of relative speed is described. A variety of ways of understanding relative speed and of viewing a problem that dealt with this concept were uncovered. The results are used to suggest ways for teachers to proceed in assisting students to enhance their understanding of relative speed. (PR)
Descriptors: Concept Formation, Educational Research, High Schools, Kinetics
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Trumper, Ricardo; Gorsky, Paul – Journal of Research in Science Teaching, 1993
This study found no significant relations between junior high school students' (n=50) prior alternative frameworks on energy and their cognitive levels of operation. Significant differences in learning outcomes were achieved by students (n=29) who had higher cognitive level scores. The extent to which students succeeded in learning the energy…
Descriptors: Developmental Stages, Educational Research, Energy, High Schools
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Griffiths, Alan K.; And Others – Journal of Research in Science Teaching, 1988
Investigates the remediation of misconceptions through application of Gagne's hierarchical learning theory. Uses stoichiometry, food levels, and conservation of mechanical energy as the target concepts. Reports that there was no treatment effect in analysis of covariance using pretest scores as a covariant. (YP)
Descriptors: Biology, Chemistry, Cognitive Structures, High Schools
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Liberatore, Cavallo; Schafer, Larry E. – Journal of Research in Science Teaching, 1994
Examines relationships between factors affecting high school students' (n=142) ability to acquire meaningful understanding of specific biological concepts. Assessment using mental modeling techniques showed a significant correlation between students' meaningful learning orientation and their understanding of a topic. Suggests that perhaps much…
Descriptors: Academic Achievement, Academic Aptitude, Educational Research, Genetics
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Dall'Alba, Gloria; And Others – Journal of Research in Science Teaching, 1993
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.…
Descriptors: Acceleration (Physics), College Science, Educational Research, Elementary Education
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Tao, Ping-Kee; Gunstone, Richard F. – Journal of Research in Science Teaching, 1999
Investigates the conceptual-change process in grade 10 students during a computer-supported physics unit. Finds that many students vacillated between alternative and scientific conceptions from one context to another during instruction, and those few students who did exhibit context-independent and stable conceptual change appeared able to accept…
Descriptors: Cognitive Processes, Computer Uses in Education, Concept Formation, Epistemology
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Piburn, Michael D. – Journal of Research in Science Teaching, 1990
Found grades in science achieved by tenth-grade general science students correlated with their scores on Propositional Logic Test. The students' ability level was consistently related to the pattern of errors they committed on that measure. Mean scores were lowest on a subtest of ability to use the bicondition and implication, higher on the…
Descriptors: Comprehension, Educational Research, Foreign Countries, Grade 10
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Clement, John – Journal of Research in Science Teaching, 1993
Discusses the use of analogies and other instructional strategies (problem solving, demonstration, group labs, and large group discussion) in dealing with students' preconceptions in physics. (PR)
Descriptors: Concept Formation, Demonstrations (Educational), Discussion (Teaching Technique), Educational Research