Examines which of the warrants of authority, coherence, and empirical evidence were invoked by grade 8 science classroom participants in their daily interactions, and whether these were linked to particular teaching referents. Results indicate that when the teacher embraced a context exposure referent at the expense of constructivism, the warrant…

The social studies teachers of North Fork Senior Secondary School (a pseudonym) had organized an activity to raise students' levels of awareness of the tragic events taking place in Darfur by giving them a taste of what it is like to experience a famine. The North Fork "famine" would last from Friday afternoon at 3:00 until Saturday at…

Investigates students' responses to presentations of experimental results that conflicted with their preconceptions regarding electric circuits, and how those responses varied according to the type of inquiry skills required to obtain the results. Contains 24 references. (DDR)

Presents the results of a study that identifies misconceptions in chemistry by means of a two-tier diagnostic instrument. Data indicate that similar misconceptions are held by both Singaporean and Australian populations. Focuses on covalent bonding and structure. (DDR)

Reports on discussions with a year 10-group, following their first lesson on heat energy transfer, that revealed they still had not realized that insulation acted as a barrier; instead they saw it as an active warming agent. Describes a teaching method based on a woollen hat that challenges their naive ideas. (Author/JRH)

Examines students' misconceptions and proposed mechanisms related to current flow in electrolyte solutions and the salt bridge. Confirms reported misconceptions and identifies several new ones. Discusses probable sources of misconceptions and some methods for preventing them. Contains 27 references. (JRH)

Discusses a commonly held misconception that in the throwing of two dice, if a total of seven does not come up for a period of time then its appearance is imminent. Describes an experiment to disprove the misconception and includes a discussion of the theory that frames the results. (DDR)

Argues that surveying what new students understand about the basics of a subject can be illuminating. Presents a case study of A-level chemistry students and suggests that, although the details of what was uncovered are idiosyncratic, the paucity of understanding of fundamental concepts may be common. Presents suggestions for responding to such a…

Reports on the use of a non-traditional approach to constructing a geological timeline that allows students to manipulate data, explore their understanding, and confront misconceptions. Lists possible steps to use in engaging students in this constructivist activity. (DDR)

Investigates the effect of conceptual change instruction on grade 11 students' understanding of respiration. The Respiration Concept Test was developed and used to test students' misconceptions. Results indicate that the conceptual change instruction that explicitly addressed students' misconceptions produced significantly greater achievement in…

This paper examines the nature of physics students' knowledge, the means to identify alternative conceptions, and possible methods to overcome misconceptions. This examination is a survey of the techniques and ideas of a large number of researchers who are seeking their own solutions to this problem. An examination of the nature of knowledge…

Argues for an expanded role for the concept of emergent levels in science education. Cites confusion of levels and slippage between levels as the source of many people's misunderstandings about patterns and phenomena. Contains 35 references. (DDR)

Highlights students' ideas about the particle model of matter and its use. Discusses the atomic model in teaching and the rules of the particle modeling game. Demonstrates how a complete understanding of the rules of the model construction yields guidelines for didactic practice. Focuses on problems connected with visual communication through…

Explores the language used by teachers to denote various forces and investigates possible misconceptions they might hold about force and motion. Results indicate that biology and chemistry specialists hold the most misconceptions. Contains 17 references. (DDR)

Reports a study of the quality and extent of understanding of certain well-known theoretical concepts which are held by prospective teachers (N=173) of chemistry in Yemen. Results indicate that teacher understanding ranges from a partial understanding with a specific misconception to no understanding. Contains 25 references. (DDR)