Misinformation has been extensively studied as both maliciously intended propaganda and accidentally experienced incorrect assumptions. We contend that "conceptual contamination" is the process by which the learning of incorrect information interferes, pollutes, or otherwise disrupts the learning of correct information. This is similar…

The purpose of this article is to introduce a methodology for analyzing the complex configurations emerging in students' speech and drawing activities, having consequences for how and what students learn and make meaning of in science. Accordingly, we launch a methodology to unfold the multidimensional communication as to deepen the analysis of…

Presents procedures, results, and conclusions of a study to see if psychological relations of association and similarity are consistent with a model to account for learned relations among concepts by college physics majors. The role of these relations in evaluating conceptual knowledge is dismissed. (DS)

Tested were six levels of a twelve-level hierarchical model for the attainment of concepts leading to the conservation of displacement volume. Presentation was by individual interview using either objects or drawings to present tasks. Results show five of six tested followed anticipated order and that method of presentation showed no significant…

Presents an elaboration of the theory on levels in learning with special emphasis on the relationships between the cognitive and the affective aspects of the learning process. Outlines an illustration of this theory based on empirical results and demonstrates how this theory can be integrated with other learning principles such as constructivism.…

Different learning cycle sequences were investigated to determine factors accounting for success of the cycle, compared learning with conventional instruction, and examined relationships between Piaget's theory and learning cycles. Results show that the normal learning cycle sequence is the optimum sequence for achievement of content knowledge in…

A mathematical model of information acquisition is presented and empirically evaluated in comparison to evidence obtained from experimental studies of science content acquisition. Implications of the model for human information acquisition and future research are discussed in the context of the unique theoretical framework of the model. (Author/JN)

This paper examines how some fundamental mechanisms of nervous system activity can explain human information processing and the acquisition of knowledge and provides additional theoretical support for constructivist applications to science education reform. The implications for scientific epistemology and conceptual change processes in science…

Presents a progress report on some methodological advances made on certain facets of the problem of the learning of a structure of a subject matter. (PEB)

Presented is a paradigm for science education research. The paradigm advances the reception learning theory, where regularities to be learned are presented explicitly to the learner. A tool for the study of knowledge production in science education, the Gowin "V," is presented. (RE)

Discusses a study which examined the last factor of Piaget's model of intelligence-functioning. Sought to determine if empirical evidence could be formed to support the existence of assimilation, disequilibrium, accommodation, and organization in the learning of physics. Naturalistic data provided support for the Piagetian functioning model of…

The paper divides achievement in chemistry into five independent factors: cognitive, affective, problem solving, routine manipulative skills, and observational modes. The study explores the relationship between student performance in these areas and their responses to a Cognitive Preference Test in chemistry. (RE)

Method is presented for displaying the sequential and multirelational ideation of scientific narrative elicited from respondents. The flow map provides a figural representation of the flow of information, the points in the flow where multirelational and recurrent linkages are made, and the time required to retrieve and express the information at…

Synthesizes the concept of "cultural border crossing" with "collateral learning," its cognitive explanation. Examines and advocates the efficacy of reanalyzing previously published interpretive data in light of this conceptual synthesis. Contains 59 references. (Author/WRM)

Provides perspectives on information technology and science education. Reviews the major changes that have occurred during the last 20 years in the study of the mind that are relevant to science education. Focuses on the impact of computers and information technology. (ML)