Opportunities for the development of science-related pedagogy during training are necessarily limited for the generalist primary (elementary), preservice teacher. While school placement is an important context within which to develop such professional expertise, the role of institution-based learning is less well understood in this regard. This…

Explores whether older students were less ready than younger students to change their alternative conceptions. Findings indicate that after reading a refutational text, conceptual change occurred in 35% of Year 6 students and 44% of Year 10 students. Concludes that there was no evidence to suggest that conceptual change is more difficult for older…

Reports the results of various concepts held by children of different ages dealing with weight, heaviness, gravity, and force. (PR)

Analyzed operational knowledge of the weight concept of high school students after two educational levels: introductory and advanced physics. Results showed that apparent and true weight concepts are poorly assimilated by most of the advanced placement students. Discusses origins of the shortcomings of the alternative knowledge about weight.…

Describes how to use weekly reports and addresses three questions: (1) What did you learn this week?; (2) What questions remained unclear?; and (3) If you were the professor, what questions would you ask to find out whether students understood the material? Student writing was used as a two-way feedback tool in teaching science. (Contains 21…

In this paper we will examine the persistence of "misconceptions." We used data from a longitudinal study of personal ideas in 24 students' thinking about ecological processes. The results show students often speaking about personal experiences dating from an early age, to which they had also referred in similar interviews conducted years before.…

Authors describe some alternative conceptions held by Portuguese physics students about mechanics and compare students' scientific conceptions with the evolution of historical ideas. Authors contend that teacher knowledge about the history of science can facilitate teaching for conceptual change in physics. (over 20 references) (Authors/PR)

Analyzes students' main difficulties in learning the concept of electric field. Briefly describes the main conceptual profiles within which electric interactions can be interpreted and concludes that most students have difficulty using the idea of electric field. Contains 28 references. (DDR)

Argues that, by not considering examples drawn from students' everyday lives, a teacher is detracting from science itself. A challenge is made to Conceptual Change Learning Model advocates and users to embrace the idea of conceptual fitting based upon context as well as conceptual change when considering how students learn. (ZWH)

Proposed is a scheme for concept development in teaching the topic of energy. Levels within the scheme are described, as well as their interrelationships and their relation to the student's own world. (KR)

Organizes a reading of the conceptual change literature that brings into view a collection of design specifications for a conceptual change apparatus. Analyzes one such apparatus in the particulars of a science education demonstration program produced by the Harvard-Smithsonian Private Universe Project. (Contains 114 references.) (Author/WRM)

Discussed is a constructivist model of science learning and its possible use in the treatment of science misconceptions. Science learning as conceptual and methodological change is described. (KR)

Survey results contrast teachers' (n=159) knowledge and understanding with the understanding levels expected by England's science National Curriculum. Teacher's understanding with respect to the concepts of force, energy, and changes in materials are discussed. (Contains 29 references.) (MDH)

Discusses (1) the need for teachers to understand student conceptions; (2) alternative conceptions that students formulate; (3) changing conceptions; (4) representing conceptual knowledge for studying conceptual change; (5) strategies for inducing change; and (6) a taxonomy of conceptual change. (Contains 61 references.) (MDH)

Evaluates the effectiveness of a course using a constructivist approach in reducing Dutch secondary school students (n=190) misconceptions about force. Concluded that the lessons were effective in changing students' ideas in regard to forces in rest situations and frictional forces and that learning effects were equally distributed over student…