Focuses on the provision of meaningful counterintuitive experimental evidence for students while taking into account the relations of theory, instruments, and experimental data. Discusses the use of experiments designed to test pupils' conceptual framework during the teaching of introductory electricity. (JRH)

Outlines problems students have with understanding the abstract concept of chemical bonding as revealed in previous research. Describes the development of a two-tier multiple-choice diagnostic instrument for assessing alternative conceptions about chemical bonding held by 14-16 year olds. Discusses the instrument and its findings for a group of…

The thinking process does not always start with problem situations that produce cognitive conflict, and the confrontation of students' misconceptions is not always successful as a teaching approach. Contends that curiosity and mystery appear to excite human thinking and could therefore be considered to be the starting point in science teaching and…

Asks whether what is taught in science class only makes sense to someone who already understands science. Discusses school science in terms of four questions: (1) What is to be taught?; (2) What conditions promote learning?; (3) What do students learn?; and (4) What are the cognitive processes in learners' minds? (Contains 17 references.)…

Describes a survey of Greek schoolchildren's alternative conceptions about weather and climate. Finds that misconceptions exist, including confusion between the meanings of the terms "weather" and "climate", inflated estimates of temperature, and a belief that yearly weather data define climate. Suggests ways to help students…

Discusses the commonly held misconceptions on heat and examines potential contributing factors. Defines and provides examples of internal energy and heat. Suggests approaches to the teaching of heat for secondary level students. (ML)