"Complex systems" is a general-purpose reasoning scheme, used in a wide range of disciplines to make sense of systems with many similar entities. In this paper, we examine the generality of this approach in learning chemistry. Students' reasoning in chemistry in terms of emergent complex systems is explored for two curricula: a normative…

We report a case study of model-based reasoning in which a small group of fourth-grade students analyzes the energy flow when a solar panel is used to power an electric motor that spins a propeller. In developing their explanation of energy flow, the students draw on a general model of energy developed collectively by their class in the course of…

The use of external representations has a potential to facilitate inquiry learning, especially in hypothesis generation and scientific reasoning, which are typical difficulties encountered by students. This study proposes and investigates the effects of a three-dimensional thinking graph (3DTG) that allows learners to combine in a single image,…

Science instructors and textbook authors often use analogies to help their students use information they already understand to develop an understanding of new concepts. This study reports the results of an analysis of the use of analogies in eight biochemistry textbooks, which included textbooks written for one-semester survey biochemistry courses…

This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change framework, used an interpretive approach and a…

Investigated effects of teaching an explicit approach to problem solving on the mathematical chemistry achievement of preparatory college students (with a control group being taught dimensional analysis as its problem-solving strategy). No difference in cumulative achievement between the groups was found. Interpretations of the results obtained…

Students (n=46) were assigned to one of three instructional groups (descriptive, question design, and hypothesis testing) to test the hypothesis that descriptive learning cycles are not sufficient to stimulate students to reason at a formal operational level. Analyses indicated that the hypothesis-testing group exhibited a significant increase on…

Prior research in both education and cognitive science has identified analogy making as a powerful tool for explanation as well as a fundamental mechanism for facilitating an individual's construction of knowledge. While a considerable body of research exists focusing on the role analogy plays in learning science concepts, relatively little is…

For the past two decades, a growing amount of research has shown that the use of analogies in science teaching and learning promotes meaningful understanding of complex scientific concepts (Gentner, [1983]; Glynn, [1989]; Harrison & Treagust, [1993]; Wong, [1993]). This article presents a study in which multiple analogies were used as scaffolding…

Investigated different patterns and amounts of instruction on planning experiments with sixth- and eighth-grade students. A model for generating process skill lessons was used to produce all lessons. Three treatments were generated and tested, showing student gains in using process skills of identifying variables and stating hypotheses. (Author/JM)

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)

Examines the effects of adding a prediction/discussion phase at the beginning of a three-phase learning cycle involving exploration, term introduction, and concept application. Finds that the instructional innovation produced significant gains relative to the use of process skills, logical thinking skills, science concepts, and scientific…

Argues on the basis of Piaget's theory that self-regulated cognitive activity of the student plays a crucial role in the construction of logical reasoning strategies used in testing hypotheses. Proposes six sequences in the development of hypothesis-testing conceptions and provides alternatives. Also distinguishes three families of teaching…

Using Piagetian tasks designed to assess specific mental structures, researchers investigate the relationship between logical thinking structures and the ability of students to construct and interpret line graphs. Results revealed that a significant correlation exists between the aforementioned variables. Suggests and cautions that only at certain…

The Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) Program is one of several reform efforts supported by the National Science Foundation. The primary ACEPT reform mechanism has been month-long summer workshops in which university and community college science and mathematics faculty learn about instructional reforms…