Misinformation has been extensively studied as both maliciously intended propaganda and accidentally experienced incorrect assumptions. We contend that "conceptual contamination" is the process by which the learning of incorrect information interferes, pollutes, or otherwise disrupts the learning of correct information. This is similar…

Although taxonomic proficiency is a prerequisite for understanding ideas central to biology, previous research has established that learners frequently misclassify animals by not following the tenets of accepted taxonomic rubrics. This has immediate relevance with the recently revised English National Curriculum now requiring concepts of animal…

We investigated students' knowledge constructions of basic quantum chemistry concepts, namely atomic orbitals, the Schrodinger equation, molecular orbitals, hybridization, and chemical bonding. Ausubel's theory of meaningful learning provided the theoretical framework and phenomenography the method of analysis. The semi-structured interview with…

The development of rich, reliable, and robust measures of the composition, structure, and stability of student thinking about core scientific ideas (such as natural selection) remains a complex challenge facing science educators. In their recent article (Nehm & Schonfeld 2008), the authors explored the strengths, weaknesses, and insights provided…

Explores and documents the frequencies of conceptual difficulties confronted by college students (n=200) seeking to understand the basic processes of cellular respiration. Findings suggest that novices harbor a wide range of conceptual difficulties that constrain their understanding of cellular respiration and many of these conceptual problems…

Involves 321 preservice elementary teacher education students in a study designed to investigate their intuitive scientific ideas and understandings. Results reveal that the majority of subjects, with the exception of a high proportion of those who has a successful high school background in physics and chemistry, have misunderstandings regarding…

Adolescents (n=151-158), adults (n=18), and scientists (n=5) were involved in two studies conducted to identify concepts of heat energy and temperature held by each of the participants and investigate the impact of a middle school science curriculum designed to help students understand everyday thermal events. Results indicate that each group had…

This study focuses on the conceptions of trainee, primary, and subject teachers about three phenomena: the motion of objects, seasonal changes, and aggregate changes of matter. A total of 198 participants completed a questionnaire concerning two types of tasks. First, teachers evaluated the adequacy of a given explanation as compared to their…

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…

Scientific and everyday knowledge domains are compared so as to reveal the distinctive differences between their goals and the cognitive processes used to attain them. The main goals, working goals, learning difficulties, knowledge structure, concept specification, knowledge organization, role of school science, program-solving instruction, formal…