This study presents a quantitative method for scoring concept maps generated by students learning introductory college chemistry. Concept maps measure the amount of chemical information the student possesses, reasoning ability in chemistry, and specific misconceptions about introductory and physical chemistry concepts. They provide a visualization…

The purpose of this study was to develop a procedure for the evaluation of M-demand of chemistry problems. It was shown that dimensional analysis upon the Neo-Piagetian theory of Pascual-Leone could help science teachers to understand the epistemological basis of their discipline. (CW)

Discussed is the relationship of concept-mapping by students to the meaningful learning of genetics and ecological concepts. The implications of these results for teacher education in biology are addressed. (KR)

This paper posits a cognitive model for understanding and learning physics that is an alternative to the formal deductive system. Recent findings of Fuller, Karplus, Lawson, and others are cited in arguing against using a formal deductive approach to teaching physics. The model demonstrates types of action-oriented knowledge structures as they…

The reviews of articles contained in this issue have been grouped into those dealing with research related to cognitive development and to instruction. In addition, seven science education researchers have provided responses to critiques of their published research. Included are: (1) an analysis of an article designed to persuade researchers to…

States that constructivism is a theory of knowledge which asserts that knowledge is not primarily received, but actively built, and that the function of cognition is adaptive and serves the organization of the experiential world. Gives a brief history and discusses impact of the constructivist approach. (RT)

Examines the problem-solving strategies of experts and novices. Summarizes the overall performance of four experts and eight novices. Examines several protocols in depth in order to show how subjects introduced new terms and relationships during problem solving sessions. Compares the strategies of expert and novice problem solvers. (CW)

Discussed is the philosophy of the educational purpose of science education, the science involved, and the relationships of students and learning and students and content. A list of 14 references is included. (CW)

Presented is an analysis of published research on students' conceptual development in the life sciences with the intent of providing information on the trends and content of those studies. A list of 128 references is appended. (CW)

Examined are some of the distinctive features of the biological sciences. Discussed are the use of models with case studies, universal principles, and alternative frameworks. (CW)

This study investigated preservice elementary teacher reasoning ability levels, science anxiety levels, and content achievement in a large midwestern university. Pretest and posttest measures were taken on three dependent variables: (1) reasoning ability (cognitive development); (2) science anxiety; and (3) science content achievement. In…

It is often both possible and valuable for a teacher to be a researcher in his or her own classroom. This paper describes the nature of cognitive research and focuses on two areas of research that may be of special interest to classroom physics teachers. The first area refers to misconceptions that students bring with them to their physics…

Reviews a monograph which addresses children's higher-order thinking skills. Suggests the following for teaching problem solving: identify and develop content-independent and content-dependent problem-solving skills, connect developed skills through workshop-style activities to subject discipline, and help students identify and reconstruct their…

A diversity of themes are addressed in the papers presented in this document; they include new topic areas as well as concerns that have been cited in previous issues. The papers focus on such topics as: (1) problem solving; (2) cognition; (3) the learning environment; (4) energy education; (5) the use of diagrams; (6) scientific methodology; (7)…