Discusses some core features of Aristotelian physics and looks at their transformation by first Galileo and then Newton. It shows how the Aristotelian view was rooted in commonsense and indicates the reason that such understandings prove so resistant to physics instruction. Some suggestions are made for guiding effective pedagogy. (Author/PR)

Surveys of 295 undergraduate students in college algebra and precalculus about their perceptions of mathematics found that agreement with some mathematical myths can be reduced with more mathematical preparation of students. Suggests strategies to overcome these myths. (13 references) (MKR)

Offers a strategy for eliminating or at least diminishing students' preconceptions and misconceptions using two inseparable components: a pretest to identify the students' preconceptions and a technique of teaching by comparison between right and wrong responses to remove the preconceptions. (MVL)

Comments on Flavell's paper (PS 522 962) presented in the same issue. Stresses some of the positive aspects of preschoolers' conception of thinking, and raises questions about the relatively negative portrait of young child's introspective abilities. Discusses evidence of introspection among preschoolers, and underlines the special, and…

Comments on Flavell's paper in this issue. Examines the paper's findings on three different aspects of children's knowledge about thinking: their ability to differentiate thinking from other activities, their awareness that thinking is always going on in people's minds, and their capacity for introspection into their own thinking. Argues that…

Borg, Mason, and Shapiro in "The Economic Consequences of State Lotteries" (Praeger, 1991) argue that the Florida lottery creates an implicit tax that is inequitable and inefficient. These conclusions are unconvincing. Are lotteries really responsible for 35% reductions in pupil spending in lottery states? Additional work by Borg and…

Responding to critique of "The Economic Consequences of State Lotteries" (Praeger, 1991), coauthor praises reviewers' analysis and deplores their harsh criticism. Income coefficient used is justifiable, since, in Florida, number of children attending state-funded schools is positively associated with income. Would have received even…

Responding to a critique of the book "The Economic Consequences of State Lotteries" (Praeger, 1991), a coauthor thanks reviewers for an in-depth analysis and comments on their remarks about the book's efficiency section. Reviewers misread the original authors' observations concerning elasticity of demand, inefficient diversions of…

The authors of this article call for increasing racial and cultural diversity among those setting the agendas of environmental education. Seven misconceptions in environmental education that impede the participation of people of color are discussed. Concludes with a list of questions educators can use to evaluate their own programs. (LZ)

Discusses and provides an example of reflectivity approximation to determine whether reflection will occur. Provides a method to show thin-film interference on a projection screen. Also applies the reflectivity concepts to electromagnetic wave systems. (MVL)

Discusses the integration of assessment into instruction using a four-step framework: planning the activity, gathering evidence, interpreting evidence, and using evidence. (MKR)

Presents a discussion concerning the results of a pretest question on what holds up the moon. Places the resulting answers into eight categories and describes some of the common misconceptions. (MVL)

Though the field of physics is moving toward more realistic problems and the use of computers and mathematical modeling to promote insightful treatment of physical problems, artificial problems still appear in textbooks in the field of electrostatics. Discusses physical arguments why one of the most popular textbook applications of Coulomb's Law…

Debunks seven myths: vocational students are low achievers, they do not pursue higher education, voc ed does not help academic competence, it does not make a difference in the labor market, vocational students are economically rich and psychologically poor, student employment engenders poor work attitudes, and voc ed is a poor investment. (SK)

There are two disparate school reform movements in the United States: the politically driven America 2000 tied rhetorically to the national interest, international competitiveness, and corporate health; and grassroots movements to decentralize authority, establish ungraded schools, and improve instruction. Top-down, politically driven national…