Problem solving skills and abilities are critical in life and more specifically in the engineering field. Unfortunately, significant numbers of South African students who are accessing higher education lack problem solving skills and this results in poor academic performance jeopardizing their progress especially from first to second year. On the…

This paper describes an expanded framework to aid chemical educators in constructing exams for their courses. The framework has three primary levels: definition, algorithmic, and conceptual. These primary levels have often been used in chemical education research to analyze and describe exam questions, but in this study the definition,…

Explaining emergent structure remains a challenge for all areas of cognitive science, and problem solving is no exception. The modern study of insight has drawn attention to the issue of emergent cognitive structure in problem solving research. We propose that the explanation of insight is beyond the scope of conventional approaches to cognitive…

It has been suggested that the enterprise of developing mechanistic theories of the human cognitive architecture is flawed because the theories produced are not directly falsifiable. Newell attempted to sidestep this criticism by arguing for a Lakatosian model of scientific progress in which cognitive architectures should be understood as theories…

Explores how some of the work in the history and philosophy of science might develop a more adequate understanding of students' untutored ideas. Describes how students' views can be interpreted. Explains and discusses the merits of commonsense-scientific theory analogy. (YP)

Describes a study that used the ordered-tree technique to investigate knowledge change across the first semester of a college course in organic chemistry. Finds that over the course of the semester, students' knowledge trees became more similar to those of their professors. Discusses possible assessment uses for the ordered-tree technique.…

This paper summarizes the recent work of the Maryland Physics Education Research Group on analyzing student learning in introductory university physics. This work is carried out in a model of student thinking and learning based on principles from cognitive science. The model permits a better understanding of, and diagnosis for, the state of both…

Analyzes junior high school students' astronomy conceptions by means of a written questionnaire and delineates the main findings. Focuses on the effect on climate of the relative positions of the earth, moon and sun. (Contains 41 references.) (DDR)

The model of the Big Bang is an integral part of the national curricula in England and Wales. Previous work (e.g. Baxter 1989) has shown that pupils often come into education with many and varied prior misconceptions emanating from both internal and external sources. Whilst virtually all of these misconceptions can be remedied, there will remain…

Discusses some of the ways that some scientific concepts evolve and are perpetuated, even if they are not completely accurate. Uses the example of groundwater, citing numerous ways that various people understand it and, in many cases, form misconceptions. (TW)

Conceptual obstacles which inhibit scientific understanding are examined in this monograph. Perspectives are offered on theoretical aspects, research directions, and educational implications on the problem area known as the critical barriers phenomenon. Papers included are: "Nature of the Problem" (by David Hawkins), which describes the…

Discusses the causes and effects of conceptual errors inadvertently introduced and nurtured by scientists, teachers, and textbook writers. Cites ways to prevent the communication breakdowns that prevent the learning of science. (RT)

Describes a multiple-choice instrument that reliably and validly diagnoses secondary students' understanding of photosynthesis and respiration in plants. Highlights the consistency of students' misconceptions across secondary levels and indicates a high percentage of students have misconceptions regarding plant physiology. (CW)

Traces change in conception of gravity in a boy from kindergarten until second grade, focusing on the process by which persons restructure ideas that differ from accepted scientific understandings, and acquire scientific ideas. Provides criteria for defining an alternative conception; suggests how conditions in the initial interview may have…

Proposes an approach to school laboratory experiences which leads to gradual acquisition of inquiry skills based on the idea of advance organizers. Presents a design which is context familiar and can serve as an introduction to scientific inquiry. Discusses student achievement, and teacher and student attitudes. (CW)