Considers the ways that conceptual mapping as a classroom technique can help students reflect critically on complex conceptual relationships. Shows how teachers can use conceptual mapping in the classroom. (HB)

The Teacher Professional Development Institute employs Internet technology to support distributed professional learning communities. The Secondary Teacher Education Program (STEP) at the University of Wisconsin-Madison will soon employ a similar model in its program. Work and learning within STEP evolves around instructional design teams…

Discusses the difficulties that some students have in understanding the concept of chemical reactions. Proposes that instructors try to consider the various difficulties during a chemistry course when students form their concepts of element conservation. (TW)

Reviews a subjective exercise completed by students at the end of each of six units in an introductory organic chemistry course. Argues that instruction should be shaped by Ausubel's concept of meaningful learning. (DDR)

The first of two parts in this document is a student workbook which is designed to teach students how to construct a concept map, i.e., a graphic arrangement of the key concepts in a body of subject matter with connecting lines labelled to show valid and meaningful relationships between the chosen concepts. The workbook provides a discussion of…

Argues that there are many kinds of understanding and many ways to reach these different understandings. Suggests that this is the reason why articulating general rules that can consistently lead to understanding is difficult. Discusses the relationship between brain structure and learning. (DDR)

Explains the philosophy that forms the basis of a high school physical science course based on astronomy and the activity-based textbook that accompanies it. Cites specific examples of misconceptions related to astronomy and recommends various diagnostic and concept change strategies. (DDR)

Illustrates how the five cognitive levels--somatic, mythic, romantic, philosophic, and ironic--can be used to guide teaching and learning activities appropriate for engineering students. Uses the example of the concept of energy to demonstrate how educators might appeal to each mode of thinking for understanding a particular concept. (Contains 11…

Reviews the logic underlying mathematical induction and presents 10 tasks designed to help students develop a conceptual framework for mathematical induction. (Contains 20 references.) (MDH)

Points out a misconception that is reinforced in many elementary and advanced chemistry texts. Discusses the general limitations of the orbital concept. Notes misconceptions related to the transition elements and their first ionization energies. (MVL)

Utilizing geometric topics as examples, this article describes the uses of concept maps specific to the evaluation of teaching outcomes, the monitoring of student progress, and the introduction of learning activities, particularly the initiation of classroom discourse to encourage students to articulate their own ideas and to appreciate the ideas…

Proposes using a hypermedia authoring program as a method for helping students make connections between definitions, representations, and applications of mathematical concepts. Provides an example involving fractions and discusses the advantages of using hypermedia. (eight references and four resources) (MDH)

Reports misconceptions identified in students with respect to the topic of parallel lines and the teaching strategies found to be useful in challenging those misconceptions. (11 references) (MDH)