Investigated was whether preservice teachers' success in solving division word problems was effected by the type of problem or by the common misconceptions related to primitive models of division. Preservice teachers' ways of thinking about division were also examined. Sample division problems, results, discussion, and implications are included.…

Progress toward rural development has been hampered by flawed views of rural America; serious limitations to existing social and economic data on sparsely populated areas; treatment of rural America as a geographical entity unconnected to the larger U.S. economy and society; perceived lack of feasible political solution to rural problems; and…

Children often confuse what is said and what is meant in referential communication. Four experiments sought to determine exactly what is confused by children through the use of stories containing informative, contextually informative, and ambiguous utterances. Children tended to be insensitive to utterance ambiguity, not understanding the variable…

Two experiments explored the tendency of preschoolers to map novel nouns and verbs onto unfamiliar rather than familiar objects or actions. This disambiguation effect has been interpreted as evidence that youngsters expect object or action labels to be mutually exclusive. The effect was stronger for object than for action words. (MDM)

This review of literature focuses on three decades of research related to precollege student understandings about the nature of science. Although the majority of studies show that student understandings are less than desirable, there is research that indicates that student conceptions are acceptable. (PR)

Reports on the meiosis models utilized by five individuals at each of three levels of expertise in genetics as each reasoned about this process in an individual interview setting. Results revealed a set of biologically correct features common to all individuals' models as well as a variety of model flaws (i.e., meiosis misunderstandings) which are…

Outlines the basic principles of constructivist theory and discusses the limitations of the theory in terms of providing worthwhile science education. Advocates a shift from personal constructivism to social constructivism. Contains 24 references. (DDR)

Keith Baker's claims in his November 1998 article on Structured English Immersion are based on unpublished data. There are no data showing that all-English structured immersion programs are superior to well-constructed programs that include literacy development and subject-matter teaching in the child's first language. (12 references) (MLH)

Supports the use of microanalysis of conceptual change as a tool for reconceptualizing the nature of students' knowledge-in-development and dissolving concept-misconception and expert-novice dichotomies. Contains 48 references. (DDR)

Describes one student's learning pathway as a sequence of several metastable conceptions of the atom starting from a planetary model. Displays the final cognitive element as an association of three parallel conceptions. Contains 26 references. (DDR)

Focuses on many alternative conceptions and nonconceptions about material related to equilibrium and thermodynamics. Uses interviews and compares the concepts from these with those expressed by experts in textbooks. (DDR)

Reflects on the origin of the misconception of inverse respiration in green plants. Proposes a series of conceptual schemes that could form the basis for teaching the subject of green plants in a way that prevents or substantially reduces the appearance of this misconception in primary- and secondary-school students. Contains 33 references.…

Describes qualitative and quantitative methods used to elucidate the nature of the perception of the water cycle held by Botswana primary-grade pupils in three different geographic areas. Concludes that the students' perception of the water cycle was positively influenced by schooling but negatively impacted upon, to some extent, by the untutored…

Demonstrates how fictitious anecdotes, especially humorous ones, can be used to teach statistical concepts effectively and to dispel some common misconceptions in statistics. (ASK)

Focuses on students' understanding of electric circuits. Findings suggest that children's interpretive frameworks of electric circuits are reflected in the specificity of the details, consistency, and coherence of their understanding. Contains 23 references. (DDR)