Modern technology in life and health sciences brings a new understanding to the study of cells and as a result, the National Science Education Standards emphasize understanding of science and technology. This ERIC Digest describes the central role of cell biology (cytology) in understanding these areas and explains conceptual difficulties and…

This ERIC Digest concerns the constructed knowledge (also called nave knowledge or prior conceptions) held by students and the changes required to alter students' framework to understand and believe the true science concepts involved. This process is called conceptual change. Theoretical framework of conceptual change, what exactly is conceptual…

Learning mathematics with understanding is the vision of school mathematics recommended by the National Council of Teachers of School Mathematics (NCTM). In order to design and develop learning environments that promote understanding efficiently, teachers need to be aware of student difficulties in learning mathematics. Drawing from the research…

Students come to the classroom with theories that they have actively constructed from their everyday experiences. However, some of these theories are incomplete half-truths. Although such misconceptions interfere with new learning, students are often emotionally and intellectually attached to them. Some common mathematical misconceptions involve:…

This ERIC Digest describes the parameters of misconception research as it relates to the learning of science and highlights some of its implications for the teaching of science in the elementary school. The document reviews terminology associated with misconception research, identifies common characteristics of misconceptions, and specifies…