A problem-solving network (flow chart) constructed for use in calculating titration is described. Points out that use of the network has greatly improved student confidence and skill in performing these calculations. (Author/JN)

Presents an instructional strategy based on the thesis that science concept learning involves cognitive accommodation of an initially held framework. The three stages of the strategy--exposing alternative frameworks, creating conceptual conflict, and encouraging cognitive accommodation--are illustrated in two lessons on the particle model of…

Focusing on student misconceptions in science, indicates that student enter classes with their own conceptual structure for organizing/understanding the world and that after instruction the conceptual understanding of a topic remains unchanged. Techniques related to teaching concepts are discussed, including identification of students' initial…

Discusses a common error found in organic chemistry textbooks regarding the phenomenon of "conjugate reduction." Provides a table of experimental data involving the reduction of alpha-, beta-unsaturated compounds. An accompanying discussion explains reasons for the lack of correspondence between textbook information and the experimental…

Reviews the career and accomplishments of the physicist Paul Adrien Maurice Dirac, including a discussion of scientific concepts associated with Dirac. (JN)

Tests the "holistic construal" method of validating constructs and testing organizational hypotheses, using examples from organizational theory and data on wholesale distribution companies. Holistic construal is meant to explicitly represent theoretical and empirical concepts, nonobservational hypotheses, and correspondence rules and…

The principles of ecology are defined. Problems encountered in teaching ecology in schools are examined in order to establish reasons for the lack of good ecology teaching. Suggestions are made for overcoming these problems. Criteria for choosing suitable sites for ecology fieldwork are listed in an appendix. (Author/CS)

Identifies three classifications of scientific ideas (center, frontier, fringe) and defines fringe as a region where ideas are highly speculative or weakly confirmed. Points out the factual and logical fallacies of fringe science through questions based upon scientific methodology, discussion, and numerous examples from the past and present. (DC)

The act of attributing human emotions to nonhuman animals (personification) may lead to misconceptions by young students who may not be able to distinguish fact from fiction. Three major types of personification (animism, anthropomorphism, and teleology) are briefly reviewed with related examples. (DS)

Addressed to readers who know nothing of quantum theory, a hypothetical device containing some black boxes is described and relevant features of the device's behavior are presented. The conundrum posed by the existence of such a device is pointed out. An appendix explains what is in the black boxes. (SK)

Ways in which the concept of oxidation-reduction has been treated in the current popular textbooks of general college chemistry are discussed. (HM)

The concept of stereochemical nonequivalence (heterotopicity) of apparently identical ligands, or of apparently identical faces, is discussed. (HM)