Discusses how fifth- to tenth-grade students can be guided to understanding energy as a conserved quantity. Includes examples of different approaches of teaching the energy concept and the concept of energy as a conserved quantity, and learning difficulties related to students' understanding of these concepts. (DS)

Explains that the result of collision experiments with a linear arrangement of several identical elastic balls cannot be predicted solely from the conservation laws and energy and momentum. Indicates that the system of balls must be capable of dispersion-free energy propagation. (Author/JN)

Discusses simplified experiments in which sinusoidal signals are detected when a laser beam is sent into a photodiode. (HM)

Reviews the stages of children's thinking according to Piaget's Theory. Illustrates how a curriculum writer might consider the complexities of a topic and match these to a level of thinking as represented by a school grade level. Outlines the implications of Piagetian levels in the construction of examinations. (GS)

Summarizes representative research relating to the critical role of attention in concept formation in science. Topics discussed include curing, manipulation of symbols, and directions for focusing attention on particular aspects of concepts. (Author/DS)

Describes a systematic investigation of the understanding of velocity by students in introductory physics courses. Data were obtained using the individual demonstration interview, similar to the clinical interview. Results are reported for success of different populations in comparing velocities for two simultaneous motions. Implications for…

Examines the ability of Australian high school students to recognize definitions of 16 concept words associated with the theme, the nature of matter, and investigates the effect of selected variables on test scores for definitions associated with the theme in question. (HM)

Suggests that a variety of approaches to teaching science should be used so that concept development occurs. Sensory experiences alone may not be enough. It is suggested that the current trend towards "hands-on" learning may represent a reaction to overemphasis on the verbal and abstract in science. (Author/SA)

Describes the teaching and learning of chemistry in an Australian high school as it relates to the beliefs about the nature of science of a teacher and a class with the curriculum actually enacted. Although the teacher and students tended to view science as an evolving and changing discipline, the actual enacted curriculum was approached as a…

Describes the results of a survey designed to ascertain details of student teachers' knowledge and misconceptions about the greenhouse effect, acid rain, and ozone layer depletion. Results indicate familiarity with the issues but little understanding of the concepts involved and many commonly held misconceptions. (JRH)

Describes how sixth graders wrote and illustrated picture books to help make abstract and difficult concepts in science (in this case, the elements of chemistry) more understandable for themselves and for younger children. Describes the steps of research, modeling, developing a plan of action, drafting, final revision and editing, and publishing…

Proposes a teaching strategy to teach ecological concepts and terminology through the use of games and simulations. Includes examples from physiological ecology, population ecology, and ecosystem ecology. (Author/SOE)

Presents classroom science activities dealing with flotation, which may be presented at different levels of cognitive complexity. The activities involve observing various objects in carbonated soda and deal with concepts of weight, volume, and density. Describes a Cartesian Diver activity that allows further examination of the effects of…

Discusses strategies to facilitate children's explorations that include supporting open-ended inquiry, supervising safely, seizing the moment, offering a place for discovery, providing access to information, sharing respect for life, seeking community involvement, and celebrating wonder. (JRH)

Presents evidence that Native peoples' profound understanding of ecology, the nature of individuality, and resulting differences in survival and reproduction led them to develop ideas of evolution through natural selection long before Europeans. Suggests that in order to survive, Native Americans must not allow Western ways of thought, which are…