Investigated children's conceptualization of scientific phenomena and intuitive methods learned from their everyday experiences. Explores the nature of tinkering within the context of electricity. Presents a model of tinkering that provides a conceptual framework for the interpretation of tinkering as one of the methods students use to make sense…

Provides insight on the concept, punctuated equilibrium, in the hope of enhancing evolution education. (ZWH)

Presents four misconceptions students have concerning the concepts of recessive and dominant alleles. Discusses the spectrum of dominant-recessive relationships, different levels of analysis between phenotype and genotype, possible causes of dominance, and an example involving wrinkled peas. (MDH)

Three experiments examined four- through seven-year-olds' understanding of the role of covariation evidence in hypothesis formation. Found that by age six most children understood how evidence would lead a story character to form a hypothesis different from the child's own hypothesis. (MDM)

Describes a real life example of natural selection that can be used instead of computer simulation to teach evolution to students. (ZWH)

Describes some of the uses of the simple harmonic oscillator in radiation theory from Planck's vibrator to Heisenberg's matrix mechanics. (PR)

Describes procedures for a hands-on activity for students that involves the construction of radio-controlled model sailplane (or glider) kits, exposure to basic aerodynamic theory and concepts, and some flight school on a midsized field. (ZWH)

Provides examples that can be used to enhance students' understanding of the long-term impact which cellular events, such as mitosis, have on developmental commitment of cells within tissues. (ZWH)

Describes the nature and development of concept cartoons as an innovative constructivist teaching and learning strategy. An evaluation of the use of concept cartoons in a wide range of teaching situations indicated that the response of teachers and learners to the cartoons was generally highly positive. Makes suggestions for implementing concept…

Describes the successful use of giving examples of genes affecting various steps in biochemical pathways to teach gene interaction. Finds that once students grasp the notion that genes can interact because they control different steps within biochemical pathways, the reason why phenotypic ratios appear to be non-Mendelian becomes more obvious and…

Argues that the Woesian three domain view of life should replace the five kingdom taxonomic scheme presented in most general biology texts and courses. Presents evidence for employing the three domain scheme and a related activity for classroom use. Contains 11 references. (WRM)

Examines literature on conceptual change learning, transfer and durability of science concepts, and metacognition. Proposes metacognition instruction in elementary school science to help address problems of students' inability to use science in different contexts and to retain initial concept learning. (Contains 56 references.) (SK)

Discusses in detail the claim that certain well-known physics experiments demonstrate the magnetic field produced by Maxwell's displacement current. Addresses the question of whether the displacement current acts as a source of magnetic field in the same way as a current in a wire would. (Contains 12 references.) (WRM)

Describes how children switch from intuitive to scientific methods of explanation of motion when the numerical conditions in the presented problem are changed. Investigates a case study where significant numbers of students appear to draw on different models of motion. Indicates that many students exhibit combinations of Aristotelian-like…

Challenges the claims made by Mahner and Bunge that science and religion are incompatible and that a religious education hinders the development of a scientific cast of mind. Presents a philosophically superior way of viewing the relation between science and religion which can have a humane influence upon how both science and religion are taught.…