Reports on a study of alternative conceptions held by junior high-level secondary science teachers enrolled in an inservice teacher-training program. Finds that science teachers are inadequately prepared to teach a broad and balanced science curriculum. Contains 34 references. (Author/WRM)

Argues for using "conflict maps" as a way of enhancing science teaching and learning. The conflict map emphasizes not only the use of discrepant events, but also the resolution of conflict between students' alternative conceptions and the scientific conception. Discusses the conflict map as an instructional aid for teachers or as a…

Describes a survey of Greek schoolchildren's alternative conceptions about weather and climate. Finds that misconceptions exist, including confusion between the meanings of the terms "weather" and "climate", inflated estimates of temperature, and a belief that yearly weather data define climate. Suggests ways to help students…

Points out the importance of writing, trialling, and using curriculum materials that are illustrated in the teaching and learning of what is widely recognized as the most recent revolution in scientific knowledge. Outlines events and factors related to the ways in which scientific knowledge was gained. (Contains 69 references.) (Author/YDS)

Our society is eschewing the viability of vocational technical education as a legitimate alternative career choice for students. As U.S. industry advances technically, there is a growing shortage of educated and skilled labor available. Well-educated specialists are needed. Secondary principals must not abdicate their responsibility to the 40% of…

Neo-liberal and neo-conservative groups have become allies committed to redefining our ideas about democracy, equality, and the common good. This article examines how moral and biological arguments are being used to justify conservative policies in education and the larger society. Alternative progressive models are advocated. (26 references) (MLH)

Addresses two research questions pertaining to the search for students' potential alternate conceptions within the history of science and the possibility of helping students overcome these misconceptions through historical experiments. Contains 19 references. (DDR)

Argues that teachers are challenged to understand how constructivism can serve as a referent for teaching. Discusses one approach that provides opportunities for teachers to practice innovative strategies while engaging in discourse about the process. Contains 25 references. (DDR)

Describes a classroom demonstration that uses a video clip of a robbery from the film "Robocop" to illustrate the fallibility of eyewitness testimony. Students view the clip and complete a multiple-choice test concerning the episode. The ubiquitous poor test performance can be used for an interesting and productive discussion. (MJP)

Analyzes nine statements representing the most frequently missed questions from a 53-item questionnaire administered to students in a school leadership degree program at a large regional university. Respondents mistakenly thought that effective leaders exercise direct control over organization staff, know exactly where the organization is going,…

Argues that recent decisions to outsource library collection development are not isolated incidents but attempts to privatize whole core services and even management of libraries. Examines three misconceptions about the private sector: that it can do it better and cheaper, that accountability to the marketplace is more effective than government,…

Presents an attempt to improve teaching and learning strategies for science as addressed by prospective teachers. Discovers that prospective teachers share a number of misconceptions with students. Contains 19 references. (DDR)

Argues that teachers need to dispel the misconceptions of the federal bureaucracy that are fueled by political rhetoric and the lack of information in textbooks. Addresses three misconceptions: (1) the autonomy of bureaucracies; (2) interest groups, Congress, and bureaucracies; and (3) public participation in the regulatory process. Outlines…

Contends that before teaching about the Holocaust teachers must assess their students' understanding of this event. Considers five student misconceptions about the origins of the Holocaust. Includes responses by students in grades 10-12. Explains the inaccuracy of each misconception, using the work of Holocaust historians as supporting evidence.…

Compares textbooks and trade books for elementary grade levels. Recommends integrating trade books into hands-on science during the introduction of terms and examples. Points out the role of book content on elementary students' concept formation. Makes recommendations for selecting the right books for teaching science. (YDS)