Reports on a study that used high school students to test the assumptions of the multiple hypothesis theory posited by Lawson to explain the essence of scientific reasoning. Contains 19 references. (DDR)

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)

Reports on the application of Gowin's epistemology to examples from geological inquiry which yield criteria of excellence responsive to the demands characteristic of geological problems. Supporting this approach is a case study about how geologists apply analogies. Contains 33 references. (DDR)

Addresses the question of what bearing the nature of educational theories has on their application to practice and focuses on the application of normative goal-directed theories of science education. Contains 40 references. (DDR)

In response to an article in the same issue by Norris and Kvernbekk, argues that the theory of Driver and associates, elaborated upon in the three articles which form the basis for their analysis, is not a normative goal-directed theory. (DDR)

Reviews research on children's ideas about floating and sinking. Describes the Model-Assisted Reasoning in Science (MARS) project curriculum and student responses to a question about helium balloons. Contains 61 references. (DDR)

Argues that it is easier to transform schools and the process of schooling when social, cultural, political, and economic issues frame the discourse about how to ensure that all students have access to an equitable education. (DDR)

Reports on a study that uses psychometric modeling to rank the appeal of a variety of children's astronomical ideas on a single uniform scale. Findings support the view that alternative conceptions may be markers of progress toward understanding. Contains 82 references. (DDR)

Discusses the notion that scientific knowledge is not dependable and that knowledge is no longer valued as a part of science. Points out that this has led to approaches that aim to teach scientific methods or problem-solving skills rather than scientific knowledge. Contains 19 references. (DDR)

Describes a study designed to provide insight into the strengths and limitations of using groupwork to promote excellence and equity in science education. Argues that students need more guidance in how to talk and do science. Contains 40 references. (DDR)