To improve the teaching and learning materials for a curriculum it is important to incorporate the findings from educational research. In light of this, we present creative exercises and experiments to elicit, confront and resolve misconceptions in geometrical optics. Since ray diagrams can be both the cause and the solution for many…

Surveys reveal that many in our society have an inadequate and inaccurate understanding of evolution (Alters & Alters, 2001). Much of this can be traced directly to popular misconceptions about the nature of science. This, in turn, can be linked to misrepresentation by those opposed to evolution, although inadequate or ineffective treatment by ill…

Describes an application of methodology based on the Information Integration Theory to study intuitive mastery by 13-14 year-olds of Archimedes' Effect in physics. (Author/YP)

Describes a pattern of failure to apply relevant scientific principles among pupils. Tenth grade Israeli students were tested and later interviewed in order to determine areas of knowledge in which there was some question concerning knowledge of scientific principles. Suggests that teachers must involve the pupils in situations in which erroneous…

Presents an overview of the goals of the MindWorks program for science curriculum development. The project hopes to address student motivation, student understanding of the structure and workings of the physical world, and students' and teachers' ideas about the process and culture of scientific activity. Also discusses the progress of pilot…

Examines both theoretical and practical perspectives on conceptual exchange--exchanging a student's entrenched view on a scientific topic for one based on actual scientific perspective. Endorses the conceptual-mediation model based on interference theory for changing an established view. (AIM)

Identifies an induced incorrect generalization as a generative cause for the formation of misconception. Analyzes students' protocol of an exploratory learning experiment about the laws of reflection of light. Suggests recommendations for textbook, teaching, and practical work. (Author/YP)

Science has many explanatory concepts that have been proposed to account for the observable features of things. Such explanatory concepts often have associated with them hidden or unseen "theoretical entities." The electron is a key concept in understanding phenomena described by science. The question arises, however, as to how students…

In science teaching, Aristotelian physics is often presented in a fragmentary and oversimplified way which distorts the true meaning of Aristotelian concepts. Discusses some mistakes that originate from a partial reading of Aristotle's work. Contains 32 references. (Author/WRM)

Addresses the problem of school-sponsored assemblies featuring guest speakers who present creation science on school premises. A science teacher who spoke at a follow-up assembly established two goals: (1) to present authoritative information about evolution; and (2) to help students evaluate the creation speaker's arguments against evolution.…

Organizes a reading of the conceptual change literature that brings into view a collection of design specifications for a conceptual change apparatus. Analyzes one such apparatus in the particulars of a science education demonstration program produced by the Harvard-Smithsonian Private Universe Project. (Contains 114 references.) (Author/WRM)

Students experience the distinction between observable fact and scientific theory by taking a critical look at how spaghetti can be sucked up into the mouth. A demonstration shows that air is needed to suck up the spaghetti but that the scientific explanation is not as simple. (MDH)

States that students have misconceptions about the principles of mechanics internationally providing examples and two problems. Describes Nachtigall's program to train teachers and reports its application to classroom teaching. (YP)

Presented is the extent to which pupils of different ages tend to confuse scientific and everyday meanings of "Law" and "Conservation." The concepts of resource economy, environmental concern, and the law of conservation of energy are discussed in terms of potential teaching difficulties. (KR)

Despite the ubiquity of the term "inquiry" in science education literature, little is known about how teachers conceptualize inquiry, how these conceptions are formed and reinforced, how they relate to work done by scientists, and if these ideas about inquiry are translated into classroom practice. This is a multicase study in which 14 preservice…