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Twissell, Adrian – Educational Technology & Society, 2018
Abstract electronics concepts are difficult to develop because the phenomena of interest cannot be readily observed. Visualisation skills support learning about electronics and can be applied at different levels of representation and understanding (observable, symbolic and abstract). Providing learners with opportunities to make transitions…
Descriptors: Electronics, Case Studies, Concept Formation, Scientific Concepts
Garrett, Lauretta – Journal of Developmental Education, 2013
Adult developmental mathematics students often work under great pressure to complete the mathematics sequences designed to help them achieve success (Bryk & Treisman, 2010). Results of a teaching experiment demonstrate how the ability to reason can be impeded by flaws in students' mental representations of mathematics. The earnestness of the…
Descriptors: Adult Education, Adult Learning, Developmental Programs, Mathematics Education
Underwood, Sonia Miller – ProQuest LLC, 2011
The heart of learning chemistry is the ability to connect a compound's structure to its function; Lewis structures provide an essential link in this process. In many cases, their construction is taught using an algorithmic approach, containing a set of step-by-step rules. We believe that this approach is in direct conflict with the precepts of…
Descriptors: Chemistry, Teaching Methods, Science Curriculum, Curriculum Design

Hammrich, Penny L.; Blouch, Kathleen K. – American Biology Teacher, 1998
Recommends the use of an instructional strategy that is ideal for examining students' conceptions of the nature of science. Defines cooperative controversy as a situation in which one person's ideas, information, conclusions, theories, or opinions are incompatible with those of another. (DDR)
Descriptors: Concept Formation, Epistemology, Higher Education, Knowledge Representation
Rea-Ramirez, Mary Anne; Clement, John – 1998
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…
Descriptors: Cognitive Dissonance, Cognitive Processes, Concept Formation, Conflict

Lunsford, Suzanne; Strope, Cheri – Science Teacher, 2002
Describes a module that combines a traditional hex nut activity with a sugar cookie activity to provide students with an in-depth understanding of balancing chemical equations. (DDR)
Descriptors: Chemical Reactions, Chemistry, Concept Formation, Equations (Mathematics)

Talanquer, Vicente – Science Teacher, 2002
Presents an account of one teacher's path to realizing the depth of intuitive beliefs about science. Organizes chemistry misconceptions into eight patterns of reasoning that include thinking rules and alternative conceptions. (DDR)
Descriptors: Chemistry, Concept Formation, Knowledge Representation, Learning Strategies

Donovan, Michael P. – Journal of College Science Teaching, 1998
Argues that students are conditioned by years of multiple-choice testing to use only simple recall and view knowledge as an uncataloged museum full of independent facts that are collected, recited, and left to gather dust. (DDR)
Descriptors: Concept Formation, Higher Education, Knowledge Representation, Learning Strategies
Beichner, Robert J.; Saul, Jeffery M.; Allain, Rhett J.; Deardorff, Duane L.; Abbott, David S. – 2000
SCALE-UP is an extension of the highly successful IMPEC (Integrated Math, Physics, Engineering, and Chemistry) project, one of North Carolina State's curricular reform efforts undertaken as part of the SUCCEED coalition. The authors utilize the interactive, collaboratively based instruction that worked well in smaller class settings and find ways…
Descriptors: Cognitive Structures, College Curriculum, Concept Formation, Epistemology

Maxim, George – Science and Children, 1997
Supports the approach for young children that allows them to perform actions on objects and observe the reactions. Describes some techniques to use to encourage an inquiry approach. (DDR)
Descriptors: Concept Formation, Discovery Learning, Elementary Education, Hands on Science

Ram, Ashwin, Ed.; Nersessian, Nancy J., Ed.; Keil, Frank C., Ed. – Journal of the Learning Sciences, 1997
This special issue includes four articles that address issues concerning conceptual change. Topics include analogical reasoning and a case study of Johannes Kepler; conceptual change and wine expertise; the role of extreme case reasoning in instruction for conceptual change; and dynamic science assessment: a new approach for investigating…
Descriptors: Case Method (Teaching Technique), Case Studies, Concept Formation, Instructional Design

Thijs, Gerard D.; Dekkers, Peter J. J. M. – Science Education, 1998
Describes a study in which teaching and learning activities are designed using a cognitive conflict strategy. Focuses on the effectiveness of these activities in classroom research in pre-university courses in Botswana and South Africa. Contains 39 references. (DDR)
Descriptors: Cognitive Psychology, Concept Formation, Curriculum Development, Force

And Others; Adamczyk, Peter – School Science Review, 1994
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)
Descriptors: Concept Formation, Concept Mapping, Educational Strategies, Elementary Secondary Education

Boo, Hong Kwen – Journal of Research in Science Teaching, 1998
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)
Descriptors: Chemical Bonding, Chemistry, Concept Formation, Educational Strategies
Beeth, Michael E.; Hewson, Peter W. – 1997
This paper addresses the question of how teachers can support and facilitate conceptual change in student thinking. It begins with a discussion of the multiple meanings of the term conceptual change. An argument is presented for the notion that recent developments in research in science learning have dramatic implications for what students are…
Descriptors: Cognitive Psychology, Concept Formation, Constructivism (Learning), Elementary Secondary Education