Reports on a small-scale investigation of student understanding of moments of forces to provide some indication as to the nature of intuitive ideas in this area. Results of the investigation suggest three stumbling blocks in the conceptual understanding of moment of forces. (Author/ASK)

Focuses on teachers' research in their own classrooms and how teachers make sense of what they see and hear during open-ended technology construction projects. Traces aspects of learning trajectory as a teacher researcher in a year 6 classroom and aspects of improved classroom outcomes. (Contains 41 references.) (Author/YDS)

Questions whether belief in the paranormal is alive and well in preservice teachers. Studies undergraduate preservice teachers' (n=232) reactions to a series of eight statements reflecting paranormal New Age beliefs rated earlier by a faculty panel as "totally unbelievable." (Contains 29 references.) (Author/YDS)

Studies students aged 12 to 14 years (n=217) representing a wide ability range. Analyzes the responses of participants to the dissolution of a solid in both cold and warm water. Findings have implications for the teaching of all science theory but especially for conveying the purpose of models and the process of modeling. (Contains 29 references.)…

Discusses the common misconception persistent in high school and college level introductory biology texts that "dark reactions" of the Calvin cycle actually occur in the dark. Explains that they are indirectly dependent on the presence of light for their activity. (ASK)

Demonstrates the possible confusion arising from the terms 'weak acid' and 'weakly acidic' in different contexts. Suggests some reasons and possible approaches for overcoming these confusions. (Author/ASK)

Presents a framework that connects concepts such as expert consensus models, target models, intermediate models, preconceptions, learning processes, and natural reasoning skills for thinking about cognitive factors involved in model construction in the classroom. Provides guidance to teachers in the form of instructional principles and reminds…

Proposes a taxonomy of three levels in increasing order of mathematical demand in order to understand a set of mathematical skills of some importance to beginning undergraduates in engineering and mathematics. Suggests that the constructed instrument is robust and the taxonomy used is effective. (Contains 22 references.) (Author/ASK)

Analyzes students' misunderstanding of basic thermodynamic concepts on historical grounds. Finds that the persistence of some ideas from the caloric model are reinforced by magnitude names and unit definitions that were brought up at the early stages of thermodynamic development. Explores the failure of many popular textbooks to make a clear…

Currently molecular structure is taught in general chemistry using three theories, this being based more on historical development rather than logical pedagogy. Electronegativity is taught with a confusing mixture of definitions that do not correspond to modern practice. Valence bond theory and VSEPR are used together in a way that often confuses…

Explores why the idea of outsourcing campus information technology (IT) services rouses opinions and passions best handled by informed dialogue. Discusses how to conduct this dialog, including common myths about outsourcing and useful lessons. (EV)

Reports on group conceptions of magnetism. (Author/CCM)

Presents a research project in which the nature and extent of the misunderstanding of moles is quantified. Outlines a design and the implementation of a set of activities to promote conceptual change in this area. (CCM)

Examines first-year university students' (n=630) understanding of fundamental calculus concepts at three South African universities. Identifies several misconceptions underlying students' understanding of calculus concepts. Addresses some of the common errors and misconceptions related to students' understanding of 'limit of a function' and…

Explores students' worldviews as revealed by their ideas about the causality of earthquakes after experiencing the natural disaster. Finds that students accept scientific ideas and abandon their original worldviews, accept scientific ideas and retain their original worldviews, or retain their original worldviews and ignore the scientific…