Discusses the challenge of teaching scientific concepts to children whose world view differs from adults. (SL)

Discusses the construction of the corpus of scientific French upon an epistemological base. Three topics are treated: the need for such a base because of the differences existing among scientific languages, the value of such an approach, and some suggestions on method. Pedagogical consequences are noted. (Text is in French.) (AMH)

Discusses proposed fallacies in basic thermodynamic statements often presented as absolute truths. (SL)

Reviews relativistic time dilation and intuitive methods of making the concepts involved understandable to students. (SL)

Discusses seven-coordinate complexes of the first-row transition metals. (SL)

The author addresses the structuring of a science and mathematics curriculum by creating a model for the learning experience. The model is based on learning hierarchies. (SD)

Presents a consistent approach to the introduction of the mole in teaching kinetic theory and thermodynamics of ideal and real gases. (SL)

Examines the nature of selected traditional cosmological concepts among literate and nonliterate Nigerians. Findings indicate that the respondents, regardless of their status, hold both scientific and traditional notions of the universe. A preference for a scientific world view was evidenced by those who experienced a history/philosophy of science…

Explains how to establish and maintain a woodland terrarium. Points out how this environment can be used to study animal interaction and can serve as a focal point for learning about a variety of elementary science concepts. (ML)

Parents may better prepare their children to enter school by making sure that daily activities and household routines serve educational ends: learning scientific concepts through helping in the kitchen; being encouraged to read by having access to a variety of books. Specific activities are described. (JL)

Described are responses of first-year college students to questions regarding acceleration. Responses regarding acceleration and possible reasons for student errors are discussed. (RH)

Listed are ways to demonstrate physical and chemical properties of matter and to show electrolysis using an overhead projector. (RH)

Argues for a greater emphasis on the reality of fields in electronics and gravitation instruction. Advocates that the potential energy in a system be regarded as stored in the field rather than in the material bodies of the system. Provides a rationale and examples for this position. (ML)

Appraises current explanations of how visual processing occurs. Highlights the basics of simultaneous and serial levels of processing. Discusses the results of a series of experiments on visual-search tasks and also on the role of prior knowledge in processing. (ML)

Investigated common belief patterns secondary school students (N=84) have about inheritance, noting the most prevalent misconceptions about genetics which occur at different age levels. Implications based on findings and suggestions for teaching lower secondary courses are included. (ML)