Children's ideas about radiation and radioactivity are reviewed and several common areas of misunderstanding are identified. An approach to teaching the topic at the secondary school level which seeks to specifically address known difficulties is outlined. (CW)

Discussed is a common error made by students in judging the distribution of the magnetic field of a circular loop along its diameter. Qualitative and quantitative explanations of the magnetic field distribution are presented. (CW)

Discusses the difficulties that some students have in understanding the concept of chemical reactions. Proposes that instructors try to consider the various difficulties during a chemistry course when students form their concepts of element conservation. (TW)

Discusses how student errors can be utilized to understand the nature of the conceptions that underlie students' mathematical activity. Looks at why errors are made in mathematics, how teachers and students perceive errors, and how to use errors in the classroom. (MDH)

Explains the philosophy that forms the basis of a high school physical science course based on astronomy and the activity-based textbook that accompanies it. Cites specific examples of misconceptions related to astronomy and recommends various diagnostic and concept change strategies. (DDR)

Reviews the logic underlying mathematical induction and presents 10 tasks designed to help students develop a conceptual framework for mathematical induction. (Contains 20 references.) (MDH)

Points out a misconception that is reinforced in many elementary and advanced chemistry texts. Discusses the general limitations of the orbital concept. Notes misconceptions related to the transition elements and their first ionization energies. (MVL)

Reports misconceptions identified in students with respect to the topic of parallel lines and the teaching strategies found to be useful in challenging those misconceptions. (11 references) (MDH)