Explores A level students' conceptions of some common chemical reactions. Findings indicate that students apply frameworks consistently across groups of events that they perceive to be similar. What was found to be lacking was the scientists' view of all the reactions being regarded as realizations of the same underlying conceptual model. Contains…

Analyzes conceptions of energy of physics students' in a pre-service teacher training program. Findings indicate that the students are considerably anthropocentric in their associations, their choice of pictures, and their alternative conceptions and hold a number of different, alternative conceptions when describing physical situations. Contains…

Investigates 53 11-year-old children's understanding of the concepts of force and energy using a modified interview-about-instances technique. Identifies three frameworks which appeared to guide the pupil's thinking, only one of which was consistent with the accepted scientific definitions. Reports sex differences related to the frameworks.…

Considers the process of conceptual change and describes empirical studies into children's naive theories of physics concepts. Uses the Representational Redescription model to explain how naive theories are a feature of conceptual change. Provides a starting point for considering how children's naive theories might mediate their ability to learn…

Combined free response questionnaire and interview procedure are used to probe students' ideas regarding how they believe they see both luminous and nonluminous objects and how they think they hear source of sound. From large sample of students studied (n=1901), prevalence of ideas in different age groups is compared, and progression can be seen.…

Analyzes senior high school students' astronomy conceptions by means of a written questionnaire presented during the beginning of the first semester. (Contains 42 references.) (Author/YDS)

This study investigates student misconceptions in the areas of continent, ocean, permanence of ocean basins, continental drift, Earth's magnetic field, and plates and plate motions. A teaching-learning model was designed based on a constructivist approach. Results show that students held a substantial number of misconceptions. (Author/DKM)

Reports on a study designed to investigate secondary school students' misconceptions of conservation principles and fields. Results indicate that misconceptions appear to persist and that students were unable to transfer knowledge readily. Also teachers appear not to be fully aware of students' misconceptions. (ML)

Presents findings from a case study into the development of student understanding of chemical bonding. Reveals significant progression in student understanding but also highlights issues of how such progression should be addressed. Emphasizes factors associated with blocks to appropriate concept development. (33 references) (Author/MKR)