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Lewis, Eileen Lob – Journal of Science Education and Technology, 1996
Studies the conceptual changes and factors affecting eighth- grade physical science students (n=180) investigating elementary thermodynamics. Classifies three types of students regarding their learning methods: converging, progressing, and oscillating. Reports that original intuitive conceptions are difficult to change and that students engaged in…
Descriptors: Concept Formation, Learning Modalities, Learning Strategies, Misconceptions

Volchok, William J. – Science Teacher, 1997
Presents a method for teaching aspects of mechanics using juggling. This approach requires an understanding of the three ball juggling pattern. Recommends teacher-guided deconstruction of the ball motion and discusses acceleration, force, gravity, impulse, and momentum. (DDR)
Descriptors: Concept Formation, Energy, Hands on Science, Learning Strategies

Talanquer, Vicente – Science Teacher, 2002
Presents an account of one teacher's path to realizing the depth of intuitive beliefs about science. Organizes chemistry misconceptions into eight patterns of reasoning that include thinking rules and alternative conceptions. (DDR)
Descriptors: Chemistry, Concept Formation, Knowledge Representation, Learning Strategies

Furio, C.; Guisasola, J. – Science Education, 1998
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)
Descriptors: Cognitive Processes, Concept Formation, Electricity, Epistemology

Niaz, Mansoor – Science and Education, 1998
Reports on a study that constructs a Lakatosian teaching strategy that can facilitate conceptual change in students' understanding of chemical equilibrium. Results indicate that the experimental group performed better on tests. Contains 81 references. (DDR)
Descriptors: Chemical Equilibrium, Chemical Reactions, Chemistry, Concept Formation

Wilensky, Uri; Resnick, Mitchel – Journal of Science Education and Technology, 1999
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)
Descriptors: Cognitive Processes, Cognitive Psychology, Concept Formation, Educational Strategies

Hale, Patricia – Mathematics Teacher, 2000
Discusses examples from research of how students' misconceptions underlie their difficulties in interpreting kinematics graphs, possible underlying causes, and promising remedies. (KHR)
Descriptors: Algebra, Concept Formation, Graphs, Learning Problems

BouJaoude, Saouma B. – Journal of Research in Science Teaching, 1992
Reports the relationship between student characteristics and results of a test of misunderstanding administered to 49 suburban high school students enrolled in a New York State Regents Chemistry Class. A multiple regression analysis of data revealed that the best predictors of performance on the posttest misunderstanding test was the pretest score…
Descriptors: Chemistry, Educational Research, Learning Strategies, Misconceptions

Niedderer, H.; And Others – Journal of Computer Assisted Learning, 1991
Described is how an iconic model building software can be used to help students gain a deeper qualitative conceptual understanding of physics concepts. The program, STELLA, links research about misconceptions and new teaching strategies with the use of modern information technology tools. (31 references) (KR)
Descriptors: Computer Assisted Instruction, Concept Formation, Learning Strategies, Misconceptions

Trumper, Ricardo – International Journal of Science Education, 1991
Experiences with an instructional strategy which enabled students to build for themselves the appropriate scientific concept for energy are described. This was done by pupil/teacher dialogue in small groups, in which students were expected to create for themselves a "generalization mechanism" based on their own frameworks. (KR)
Descriptors: Cognitive Development, Concept Formation, Energy, Foreign Countries

Simpson, Dorothy – Science Teacher, 1997
Presents strategies for encouraging dialog with students from eliciting preconceptions to bringing closure to a unit. Includes the general structure of an instructional unit that employs dialog, strategies for teachers to use, and strategies for students which include active listening. (DDR)
Descriptors: Concept Formation, Discourse Modes, Discussion (Teaching Technique), Learning Strategies

Adigwe, J. C. – Research in Science and Technological Education, 1991
The problem-solving difficulties of Nigerian preservice chemistry teachers (n=300) were investigated. The results from written tests and an interview show students were capable of constructing mental representations but not solution plans; had inappropriate approaches and strategies; exhibited structural errors relating to a disregard of given…
Descriptors: Chemistry, Cognitive Ability, Evaluative Thinking, Foreign Countries

Johnston, Kate; Scott, Philip – Research in Science and Technological Education, 1991
An intervention study with 12- to 13-year-old students which attempts to move students' thinking about matter and the dissolving process toward the school science view by use of activities and group discussion tasks which directly address some of the thinking underlying students' prior ideas is described. Students responses to the strategies…
Descriptors: Chemistry, Cognitive Development, Diagnostic Teaching, Discussion (Teaching Technique)

Bell, Garry – Mathematics Teacher, 1997
Presents an approach to explaining a relation, a - b = -(b - a), that is difficult for algebra students to understand. The approach came about as a result of discussions with students in which they provided many novel explanations. (DDR)
Descriptors: Algebra, Classroom Techniques, Educational Strategies, Foreign Countries

Repine, Tom; Rockey, Debra – Science Teacher, 1997
Describes an activity that helps students see how a paper map can represent a three dimensional object by having students build a realistic model that clearly shows what a contour line is and why it behaves the way it does. (DDR)
Descriptors: Cartography, Earth Science, Grouping (Instructional Purposes), Interdisciplinary Approach
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