Presents Ausubel's theory of learning and discusses its implication for teaching physics in the classroom and some of the theory's shortcomings. (HM)

Models the ideas of children's misconceptions and subsequent acceptance of conventional scientific thought on the simple cusp of catastrophe theory. Demonstrates one theory of the forces which are necessary to change a misconception to a scientific concept. (CW)

Summarizes current developments in alternative frameworks research in science education. Covers concept maps, learning as conceptual change, classroom strategies, problem solving in physics and where research should be going. (CW)

Addresses concerns related to how educational software can be designed to accommodate a constructivist approach to learning. Describes features of software which are consistent with a constructivist view and cites examples of physics materials which are appropriate. (ML)