Describes a student's unique perspective on the algorithm for finding equations of non-vertical lines given one point and the slope. Indicates that students had a better understanding of what they were doing. (KHR)

Finds that the construction of concept maps may help students make links between scientific concepts and related topic areas. Describes different methods of concept map analysis which illustrate different levels of conceptual development. (CCM)

Assessment of conceptual level of 130 secondary students identified as gifted and 131 students from schools without gifted programs revealed significantly higher scores for gifted students. Findings suggested that such a measure of cognitive complexity may enhance identification of gifted students. (CL)

Cognitive conflict has been used as an effective teaching method since the 1980s, although the effects of this method are unclear. According to some researchers, cognitive conflict does not consistently lead to conceptual change. This paper describes a study investigating answers for the questions, What is the definition of cognitive conflict in…

Suggests that students who reason with only concrete thinking patterns may become formal thinkers through the use of the following instructional pattern: (1) the introduction of an undifferentiated whole, (2) differentiation of the whole through concrete experiences, (3) invention of symbolic notation, (4) application of concepts which lead to…

Presents a model that describes how students reconstruct geological transformations over time. Defines the critical factors influencing reconstructive thinking: (1) the transformation scheme, which influences the other diachronic schemes; (2) knowledge of geological processes; and (3) extracognitive factors. (Author/KHR)

Discussed are difficulties which occur while the student is using mathematical induction as a tool to prove theorems. An appropriate approach is suggested. (MP)

An algebra test was constructed within a Piagetian framework. Results of a selection of the test items are given and discussed. (MP)

Explores developing a concept image of functions. Includes assessment items, describes students' responses to these items, and interprets those responses. (KHR)

Presents an approach to quadratic functions that draws upon knowledge of linear functions by looking at the product of two linear functions. Then considers the quadratic function as the sum of three monomials. Potential advantages of each approach are discussed. (Contains 17 references.) (MDH)

Discusses the RADAR technique--Read, Analogize, Discuss, Apply, Review/Research--and how it can be used in content area classrooms to teach concepts. (FL)

This study, conducted with seventh graders, lends support to the Piagetian hypothesis that the development of formal operations is a prerequisite for the effective learning of the proportions concept. (MK)

Describes an approach to teaching complex models in science that uses a model construction cycle of generation, evaluation, and modification. Reports on a case study of a student in a tutoring experiment in the study of electric circuits. Focuses on the role of analogies, discrepant events, and the student's moments of surprise as motivators of…

The interview-about-instances technique was used to investigate the conceptual frameworks that 17 Form Four Southeast Asian students held about forces acting on an object at rest or in motion. Results show a number of alternate frameworks which are similar to those found in research conducted in western countries. (Author/JN)

Describes the development of cognitive structure in adolescence as establishing isomorphism between subject and environment. Identifies two dimensions of stages in the development of individuals'"work structure," i.e., the network of relations existing between the individual and his work.