In this paper, a learning progression for geometric transformations is developed based on research that demonstrates the importance of viewing transformations as functions of the plane. The 5 levels of the progression reflect a student's evolving understanding of transformations as functions and their evolving understanding of the domain of these…

Discusses the constructivist view of learning which emphasizes, among others, learning outcomes which depend not only on the learning environment but also on the knowledge of the learner. Implications for science instruction are also addressed. (JN)

Comments on four articles in a special issue of the Journal of the Learning Sciences on methodology in learning sciences. Analyzes the articles within a general model seeking to analyze human activity across multiple time scales. (Author/MM)

Recent years have seen a substantial growth in research that probes children's ideas about natural phenomena. This paper places that research in a context which enables comprehension of how it informs and influences the practice of science education. To this end, past, present, and future styles of research are considered to: (1) demonstrate links…

Introduces a special issue of the Journal of the Learning Sciences on methodology in learning sciences. Focuses on how one begins to account for learning and the potential of a learning context to support learning. (Author/MM)

Advances a methodology for capturing and tracing the emergence, evolution, and diffusion of a practice, conceptual understanding, resource, or student-constructed artifact. Presents the Constructing Networks of Action-Relevant Episodes (CN-ARE) methodology which allows researchers to identify relevant data from a complex, evolving environment, and…

Concept mapping, a technique based on David Ausubel's theory of meaningful learning, involves the organization of concepts into an hierarchical arrangement. Suggestions for incorporating this learning strategy into the biology classroom are presented and discussed. Steps in concept mapping include: (1) identifying important concepts in the study…

Explores the extent to which student questions are indicative of understanding as well as strategies for encouraging questioning. Student questions are categorized as consolidation questions, exploratory questions, and elaboration questions. (DDR)

Presents an activity that simulates involvement in a paleontology dig in which students in teams unearth a skeleton and follow field procedures for documenting the dig and handling specimens. Provides details of each stage of the project. (DDR)

Presents a two-phase investigation of how Israeli students understand the concept of periodicity. Discusses related research with teachers and students (N=895) employing both qualitative and quantitative research methodologies. Concludes that students understand periodicity as a process. Students' errors and preferences are discussed with…

Discusses instructional approaches on how to teach introductory thermal physics. Analyzes the relationship between heat and temperature and questions to what degree physics can be simplified. (Contains 22 references.) (YDS)

Examines various characteristics of: (1) science teaching; (2) children (including their misconceptions); and (3) the sciences. Suggestions related to these three areas are offered to improve the current condition of science education. (JN)

One problem in the field of conceptual change theory is that disparities occur with respect to the meanings of the terms "conflict,""disequilibrium," and "dissonance." As the strategies aimed at conceptual change have evolved, the same terms have taken on new meaning. This paper aims to present a brief review of the evolution of conceptual change…

Presents several examples of investigations which demonstrate the following: (1) algebra is connected to other mathematical topics; (2) algebra is an effective tool for representing patterns and relationships; and (3) algebra is an effective tool for analyzing patterns. (DDR)

Uses Laudan's model of scientific change to obtain corresponding features on conceptual change in science learning. Discusses some practical consequences for science education. (MDH)