Presents activities designed to introduce the concept of fossils to middle school students and to clarify students' misconceptions about what is, and is not, a fossil. (JRH)

Discusses three misapplications of progressive thinking that have damaged the quality of mathematics learning in British schools: individualized learning, spiral curriculum, and applications of mathematics. (MKR)

Pre- and posttests and interviews concerning misconceptions and alternate conceptions of rates of change were administered to (n=42) students in first-semester calculus using a conceptually-motivated curriculum. Suggests that an emphasis on visual representations through construction and interpretation in conjunction with teacher-student analysis…

Demonstrates ways students think about decimals and how this changes as students get older. Presents a test teachers can use to help diagnose the mistakes students make. (MKR)

Explores A level students' conceptions of some common chemical reactions. Findings indicate that students apply frameworks consistently across groups of events that they perceive to be similar. What was found to be lacking was the scientists' view of all the reactions being regarded as realizations of the same underlying conceptual model. Contains…

Described misconceptions of elementary students participating in physical education, testing ways of recording and classifying types of misconceptions. Data from observations, videotapes, interviews, and document analysis indicated that misconceptions fell into categories representing motor skill execution and confusion over terminology, strategy,…

Explains a study that assesses students' ideas about animals. Evaluates textbooks and trade books according to the identifications and words they use. Discusses student responses from different grade levels on the classification of animals and identifying what is an animal. Summarizes the results of the study and makes recommendations on the…

To penetrate illusions of power and control (the world as logical, leaders as controllers, progress as quantifiable, power as hoardable, organizational charts as restructuring, and risk- taking as policy-directed), leaders must connect with followers through values and common purpose. (MLH)

Reports a synthesis of existing research on children's misconceptions relating to weather, climate, and the atmosphere. Presents scientifically accepted interpretations in tandem with children's naive ideas. (Author/MM)

We have been studying children's responses on key stages 2 and 3 national mathematics tests. We have been particularly interested in children's methods and misconceptions that provide teachers with insight into children's thinking so that they can take action to challenge and extend it. We have found that the common errors occur across both key…

Examines textbooks used in college-level chemistry courses for misleading or erroneous statements leading to student misconceptions about electrochemistry. (CCM)

Discusses the concept of equality, which is a crucial idea for developing algebraic reasoning in young children. Explores young children's understanding and misconceptions about the "equals" sign, and relates the experiences one teacher had helping children better understand the sign. (ASK)

Explains a research project conducted at the University of Puerto Rico among students taking biology to develop and test a constructivist learning environment and identify students' misconceptions in biology. Lists the questions on which students showed misconceptions during the pre- and post-tests. (Contains 27 references.) (YDS)

In the May 2001 "Educational Leadership," Stanley Pogrow wrote another article attacking the Success for All program and comprehensive reform. SFA has been highly evaluated in numerous studies and by 52 individual researchers. Pogrow is a competitor who believes his own program (Higher Order Thinking Skills) has been slighted. (Contains…

This article offers a plausible domain-general explanation for why some concepts of processes are resistant to instructional remediation although other, apparently similar concepts are more easily understood. The explanation assumes that processes may differ in ontological ways: that some processes (such as the apparent flow in diffusion of dye in…