Presents a model lesson that demonstrates how teachers can provide experiences to close the conceptual gaps for deaf students and provide a common base before launching into new concepts. Discusses the constructivist paradigm, misconceptions, the Learning Cycle, strategies for teaching deaf students, and assessment of learning for students who are…

This article examines some of the difficulties frequently encountered by students when analyzing bivariate data and suggests how they might be overcome. (Author)

Explores introductory geology students' (n=186) understanding of earthquakes. Results indicate that the mass media seem to provide students greater details about the cause and impact than the actual experience itself, students lack a broad understanding about the theory of plate tectonics, and introductory geology students have extensive…

Identifies 10 myths of science education reform and offers suggestions for scientists to help in reform including program validation, teacher support, resource acquisition, and modeling the scientific process. (MKR)

Presents activities to dispel student misconceptions about density, particularly as it applies to buoyancy. Finds that misconceptions fall under three categories: (1) size; (2) shape; and (3) material. (NB)

Attempts to reveal students' (N=800) misconceptions regarding quadratic functions, and identifies conceptual obstacles that may impede students' understanding. Findings indicate that the conceptual obstacles identified were fairly pervasive. Discusses the educational implications of the findings. Contains 34 references. (JRH)

Discusses the vocabulary of biology and the problem of semantics. Focuses on "dominant", "recessive", and the puzzling role of alleles. Highlights students' conceptions of these terms. (JRH)

Investigates students' understanding of the transfer of charge between two charged conductors. Findings indicate that a considerable number of students from eighth grade to college in advanced physics courses were unable to predict the transfer of charge correctly from one conductor to another. Discusses implications for instruction. (JRH)

Investigates how widespread alternative conceptions of the ionic bond, described as the molecular framework, are. Findings indicate that statements derived from the molecular framework were judged as true by a large proportion of the learners surveyed. Presents the molecular framework as a useful model of learners' alternative conceptions about…

Investigates student (N=16) misconceptions concerning electrochemistry related to galvanic, electrolytic, and concentration cells. Findings indicate that most students demonstrating misconceptions were still able to calculate cell potentials correctly. Discusses common misconceptions and possible sources of these. Contains 33 references.…

Of sample of 180 women, 60 received information from ads, 60 from product labels, and 60 from labels with nutrition information. Beliefs about products did not differ whether health claims appeared in ads or on labels. Nutrition information influenced beliefs. Health claims challenged by the Federal Trade Commission or consumer groups were less…

Studies the understanding that 8-12 grade high school students were able to develop with regard to the interrelationships between resistance, potential difference, and current concepts (Ohm's law). Explores the immediate effects of exposure to electricity courses on the intuitive mastery of these relationships. (Contains 32 references.)…

Presents a study on misconceptions in optics with the objective of checking their persistence over time in spite of the continued academic instruction of students. Involves (n=4000) students of all levels of the Spanish educational system as well as with those at a Spanish university with degrees in medicine, chemical sciences, technical…

Presents some questions that science teachers find difficult. Focuses on three further questions relating to "simple" everyday situations that are normally explained in terms of the kinetic theory of matter. Identifies looking at the difference between chemical and physical changes as the most problematic question. (Author/YDS)

Identifies nine myths prospective members frequently hold regarding group counseling. Discusses four leader strategies for challenging these myths: using a pregroup interview; providing factual information; group conceptual-low intensity responses; and group structural-low intensity responses. Concludes that leader may use these strategies singly…