Discussed is an approach to learning in which students are given the opportunity to discuss and rationalize the conflict between the students' existing misconceptions and the phenomenon to be studied. Curriculum materials for a unit on acids and bases were developed using this strategy. (KR)

Identifies common misconceptions about polygons. Discusses current practices used to teach geometry to search for the source of misconceptions, and describes ways to help students avoid these misconceptions. (ASK)

Errant mathematical views are widely found among teachers, their students, and authors of applied mathematics texts. Suggests classroom experimentation, both to confirm the occurrence of these errors, and to apply the appropriate corrective teaching. (Author/ASK)

Describes ways of thinking about probability and some common student misconceptions. Suggests ways of addressing students' misconceptions and illustrates these ideas with an example. (ASK)

Introduces the Mass Media Mistake, an exercise in which students engage in a healthy skepticism of chemistry in the printed world, rewrite the example correctly, and discuss the consequences of the original error on the unsuspecting reader. (Contains 13 references.) (ASK)

Describes a study of how much children know about the human skeleton and gives advice for teaching the topic more effectively. (Author/WRM)

Findings from a study of 10 German students aged 15-19, using problem-centred interviews, suggest that many students hold an 'everyday' conception of genes as small, trait-bearing, particles. Analysis of this notion identified a number of ways in which such a view might restrict the ability of students to develop an understanding of the scientific…

The aim of this study was to develop a new research-based learning unit for tides to be used in lower secondary schools. The learning unit was based on the scientific theory of tides, textbooks, and also an analysis of students' conceptions. Descriptions are included of the content and the teaching-learning activities of the unit. The teacher talk…

This paper reports on a paper and pencil concept-sorting strategy that enables trainee teachers to restructure their knowledge in any one domain of science. It is used as a self-study tool, mainly to enable them to break down and understand the progression of concepts beyond the level at which they have to teach. The strategy involves listing key…

Based on a purposive sample of 15 second-year chemical engineering students, this study investigates students' conceptions of evaporation, condensation and vapour pressure. During individual interviews the students were questioned on three tasks that had been designed around these topics. Qualitative analysis of student responses showed a range of…

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…

Over the course of history, scientists have constructed models and equations that provide insight into the motions of the heavens. However, research indicates many people hold alternative conceptions that, to them, explain the same observable phenomenon. Science educators have found that students learning about lunar phases may hold misconceptions…

People usually talk about "hot and cold" colours without really thinking of the impact these definitions may have on scientific understanding. These colours are associated with the human sensations of hot and cold, and this idea is consistent with commonsense and daily experience. Interacting with students, we detect conceptual conflicts when they…

Science classes are full of abstract or challenging concepts that are easier to understand if an analogy is used to illustrate the points. Effective analogies motivate students, clarify students' thinking, help students overcome misconceptions, and give students ways to visualize abstract concepts. When they are used appropriately, analogies can…

Pedagogical strategies have been experimentally applied in large-enrollment biology courses in an attempt to amplify what teachers do best in effecting deep learning, thus more closely approximating a one-on-one interaction with students. Carefully orchestrated in-class formative assessments were conducted to provide frequent, high-quality…