In the United States, research on beginning science teachers provides little guidance regarding empirical minimum levels of discipline-specific science coursework for sufficient subject matter knowledge to teach science. Accordingly, in this study we analyzed secondary physical science teachers' science coursework for subject matter knowledge…

Investigates the conceptions and representations of light propagation, image formation, and sight typical to preinstruction learners (N=139). Findings indicate that preinstructional students display some familiarity with optical systems, light propagation, and illumination patterns and have not developed a consistent descriptive and explanatory…

Focuses on the conceptual understanding held by (n=78) preservice elementary teachers about moon phases before and after instruction. Compares instructive effect between two groups--inquiry-based physics instruction and no instruction. Reports that without the instruction, most preservice teachers were likely to hold alternative conceptions of the…

Investigates the effects of conceptual assignments and conceptual change discussions on high school students' achievement and misconceptions about force and motion. Analyzes pretest and posttest data from the Force Misconception and Force Achievement Tests (FMFAT). Discusses the effects on the conceptual change discussion on reducing…

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…

This article reports on a study that was designed to describe prospective elementary teachers' prior verbal and diagrammatic knowledge about various aspects of light, seeing, shadows, and mirror images. Data were collected through individual interviews using simple apparatus. Included are some inferences about how students' ideas may have emerged…

Describes the problem-solving behaviors of six novice subjects attempting to solve an electrostatics problem in calculus-based college physics. The level of qualitative thinking exhibited by these novices was determined. Sound procedural knowledge and problem representation were suggested as an integral part of skilled problem solving in physics.…

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)

This study questions the effectiveness of a traditional teaching-by-example technique when used with students who hold misconceptions. Interview techniques were used to explore students' (n=21) responses to two different uses of examples and to provide indications of student reasoning. Results indicate that when students hold a misconception,…

Investigation of (n=101) 17- to 18-year-old students' responses to a task relating to Boyle's Law for gases found that 34% to 38% of students did not understand the concepts of volume and mass, respectively, of a gas under the given circumstances. (Author/MKR)

Discusses the correctness of the directions of acceleration at various points in a pendulum problem shown in Reif (1987). Provides the author's responses to the comments on the problem. (YP)

Investigated a microcomputer-based system for the diagnosis and remediation of three Aristotelian alternative conceptions of force and motion held by eighth-grade physical science students. Reports that computer simulations exemplifying canonical conceptions facilitate alteration of students' naive conceptions to a significant degree. Suggests…

Identifies an induced incorrect generalization as a generative cause for the formation of misconception. Analyzes students' protocol of an exploratory learning experiment about the laws of reflection of light. Suggests recommendations for textbook, teaching, and practical work. (Author/YP)

Presents a study that investigated relationships between gender, interest, and experience in electricity. Also explored the effect of conceptual change text manipulations on learning fundamental concepts of direct current. Suggests that conceptual change text manipulations are likely to be effective for both men and women. Contains 57 references.…

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)