Described are the comprehension monitoring abilities of science students when reading science textbooks. The incorrect use of schemata and the limiting influence of metacognitive abilities on the improvement of meaningful learning is discussed. (KR)

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)

Reports on an experiment that explored novice learners' responses to anomalous data (new data that contradict previous beliefs). Secondary education students were given both anomalous and confirmatory data concerning various theories about the origin of life on earth. Statistical data reveal their level of awareness of the contradictions. (MJP)