Presents the results of a study that identifies misconceptions in chemistry by means of a two-tier diagnostic instrument. Data indicate that similar misconceptions are held by both Singaporean and Australian populations. Focuses on covalent bonding and structure. (DDR)

Draws from studies in the sociology of scientific knowledge to create a new perspective for understanding school science. Merges ethnography and discourse analysis to study science-in-the-making in a physics classroom. Investigates local conceptual ecologies. Contains 55 references. (DDR)

The purpose of this study was to investigate teachers' perceptions of the instructional role of the history of science and their actual practices of teaching science from an historical point of view. Specifically, this study is intended to answer the following research questions: to what extent do science teachers agree with the proposed…

Considers the idea that concept mapping has applications beyond those associated with student assessment. Outlines further uses for concept mapping in the classroom along with suggestions for implementing this powerful tool. (DDR)

Investigates Grade 12 students' understandings of the nature of chemical bonds and the energetics elicited across five familiar chemical reactions following a course of instruction. Discusses the many ways in which students can misconstruct concepts and principles. Contains 63 references. (DDR)

Addresses the question of what bearing the nature of educational theories has on their application to practice and focuses on the application of normative goal-directed theories of science education. Contains 40 references. (DDR)

In response to an article in the same issue by Norris and Kvernbekk, argues that the theory of Driver and associates, elaborated upon in the three articles which form the basis for their analysis, is not a normative goal-directed theory. (DDR)

Argues that scientific knowledge in school is a social construct in which curriculum proposals are simply points of departure that are transformed by the social interaction that takes place within the classroom. Considers discourse as playing an important role in knowledge construction. Contains 31 references. (DDR)

Reports research that investigates the encoding that students use to develop molecular models at the undergraduate level. Focuses on the translation between symbolic and subatomic representations of molecules. (Contains 31 references.) (DDR)

Describes trends in students' explanations of biological change in organisms. Student responses to questions on how graphically depicted phenomena occur were analyzed and most students were unable to offer causal explanations. (Contains 27 references.) (DDR)

This paper describes an instructional method designed to increase opportunities for students to learn and practice appropriate social skills. The strategies for development and implementation of such structured programs of nature-based and animal-based activities are based in part on a pilot program in three urban elementary and middle schools.…

Examines a classification system that offers a framework for discussing and choosing questions regarding curricular organization, classroom environment, and teaching and learning strategies. (Contains 21 references.) (DDR)

Reports on a study that uses psychometric modeling to rank the appeal of a variety of children's astronomical ideas on a single uniform scale. Findings support the view that alternative conceptions may be markers of progress toward understanding. Contains 82 references. (DDR)

Discusses the notion that scientific knowledge is not dependable and that knowledge is no longer valued as a part of science. Points out that this has led to approaches that aim to teach scientific methods or problem-solving skills rather than scientific knowledge. Contains 19 references. (DDR)

Students (n=45) in an introductory course in hydrology used a Vee map to guide their laboratory investigation. The Vee mapping technique was utilized by groups of students working together during the investigation and was graded with a scoring rubric developed by the instructor. At the end of the investigation, students completed a survey…