Reports on a study that used high school students to test the assumptions of the multiple hypothesis theory posited by Lawson to explain the essence of scientific reasoning. Contains 19 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)

Provides references that relate mostly to educational constructivism and to articles that address epistemological and philosophical matters in science education. Topics include children's learning, cognitive development, curriculum development, classroom practices, and teacher education. Contains 109 references. (DDR)

Describes a study designed to provide insight into the strengths and limitations of using groupwork to promote excellence and equity in science education. Argues that students need more guidance in how to talk and do science. Contains 40 references. (DDR)

Points out that college freshmen expect major changes in the academic environment as they move from secondary school. Recommends that faculty use this opportunity to show students how to think for themselves. (DDR)

This study of physics problem-solving identifies reasoning mechanisms that enable the problem-solver to achieve the transformation to a physics structure of the problem situation. Elaboration is explored as a mechanism in fulfilling this transformation by providing beginning problem-solvers with elaborations that they failed to infer. A card…