Addresses affirmative action's success at creating a more equal workplace. Explores some potential psychological costs of this policy--costs that paradoxically may undermine its objectives--and their implications for achieving the goal of workplace equality. (GR)

Investigates students' (N=736) conceptions of inertia and compares these conceptions with historical changes in the concept. Findings indicate considerable similarities as well as dissimilarities between students' conceptions and the views of past scientists. Contains 31 references. (Author/JRH)

Focuses on the importance of building from mistakes in mathematics instruction to develop better reasoning and problem-solving abilities. (Contains 11 references.) (YDS)

Investigates the amount of science portrayed by terrestrial television in the United Kingdom and the public comprehension of that science as shown on television. Concludes that the lack of comprehension of the scientific basis of many advertisements is indicative of the lack of relevance of science education to people in modern society. (Author/LM)

Argues that instructional techniques consistent with constructivist epistemology are not the only means by which students construct meaning. Suggests that the choice of instructional strategies should be based on the nature of the content, students' needs, and teacher objectives. (Contains 23 references.) (SK)

Unexpected results in an investigation using Information and Communications Technology (ICT) provide valuable learning opportunities. (Author/MM)

Uses a video, "A Private Universe", to introduce preservice teachers to students' alternative conceptions and the concept of conceptual change. (YDS)

Deconstructs the prevailing paradigm of childhood development. Argues that childhood is a social construction and traces changing images of childhood throughout history. Criticizes well-intentioned but devitalizing day care and kindergarten practices. Argues for a child-centered perception of childhood. (FMW)

Correcting misperceptions regarding safety and emergency response is the first step toward reducing the incidence of injury to children. Some widely held misperceptions are identified and corrected. Topics include burns, poisoning, car safety, and falls. In addition to adult misperceptions, some common children's misperceptions are briefly listed.…

Learning-disabled students may have some characteristics that make them particularly vulnerable to suicide. This article describes common misconceptions about suicide, discusses danger signs indicative of suicide risk, outlines steps in crisis intervention, and lists suggested information pamphlets and films. (JDD)

Suggests that the imposition of order on history perpetuates a historian/history teacher dichotomy. Illustrates prevailing fallacies in the teaching of history: (1) the moniker fallacy; (2) the one-school fallacy; (3) the contextual fallacy; and (4) the wave fallacy. States that an avoidance of these fallacies will at least partially reconcile…

Describes the statistical paradoxes that arise when unit costs, averages, rates, ratios, percentages, or proportions are compared. The discussion covers the possible misinterpretation of library statistics resulting from these paradoxes, using as an example the Association of Research Libraries statistics on average expenditure per added volume.…

Research conducted by the Center for Arts in the Basic Curriculum shows arts-integrated schools are the most promising way to improve American education. CABC's work is based on three principles: arts are cognitive domains triggering multiple forms of learning; effective arts education is an important educator model; and arts education will…

Ninth- and 10th-grade students (n=310) participated in a study designed to determine the effect of three variables (viewing a demonstration, engaging in student to student discussion, and/or reading a refutational text) on conceptual change in physics. Results revealed that reading the refutational text helped students change their intuitive ideas…

Identifies some of the major factors underlying common problems that students have in acquiring an understanding of chemistry concepts. Suggests and discusses the use of concept maps as an aid in ensuring that meaningful learning rather than rote learning has occurred among students. Contains 32 references. (ZWH)