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| Cognitive Structures | 3 |
| Physics | 3 |
| Science Instruction | 3 |
| Cognitive Development | 2 |
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| Beliefs | 1 |
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| School Science and Mathematics | 3 |
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| Brasell, Heather M. | 1 |
| Eckstein, Shulamith G. | 1 |
| Rowe, Mary Budd | 1 |
| Shemesh, Michal | 1 |
| Thompson, Cathy L. | 1 |
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| Journal Articles | 3 |
| Reports - Research | 2 |
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| Reports - Descriptive | 1 |
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Peer reviewedThompson, Cathy L. – School Science and Mathematics, 1989
Discusses the advantages of using discrepant events in elementary school science classrooms in terms of motivation and problem solving skills. Describes the materials, procedures, and reasons behind five discrepant activities. (YP)
Descriptors: Cognitive Development, Cognitive Structures, Elementary School Science, Laboratory Experiments
Development of Children's Ideas on Motion: Impetus, the Straight-Down Belief and the Law of Support.
Peer reviewedEckstein, Shulamith G.; Shemesh, Michal – School Science and Mathematics, 1993
Two studies examined the construction of children's beliefs about projectile motion of a ball rolled off a table. Describes the concepts used by children, analyzes their use as a function of age, and gives a naturalistic description of their use. Results indicate that appropriate instruction can remediate misconceptions. (MDH)
Descriptors: Beliefs, Cognitive Development, Cognitive Structures, Concept Formation
Peer reviewedBrasell, Heather M.; Rowe, Mary Budd – School Science and Mathematics, 1993
Examines the influence of two factors of the process of graphing on rural students' (n=93) ability to comprehend kinematics graphs on constant velocity events. Students exhibited difficulty in constructing and comprehending graphs of derived variables and were unaware of their own graphing skills deficiencies. (34 references) (MDH)
Descriptors: Cognitive Processes, Cognitive Structures, Computer Assisted Instruction, Graphs
