Provides teachers with some ideas about the development of physical knowledge to make them more receptive to the differences between their own and their students' thinking. Illustrates an adapted version of Piaget's model of the growth of physical knowledge using the development of classical mechanics. Contains 12 references. (Author/JRH)

Argues that doing and learning science are not the same thing. Suggests strategies involving active learning of a nonpractical nature which encourage discussion of science by children working in small groups. Presents examples of less familiar practical alternatives. (JRH)

Examines 9th grade students' explanations of chemical reactions using two forms of open-ended essay questions, those providing students with key terms to be used as "anchors" on which to base their essay, and those that do not provide terms. Results indicate that more misunderstandings were elicited by the use of key terms as compared to…

Analyzes the answers provided by (n=98) 12-year-old students to questions on an end-of-the-year science examination. Points out that although students are able to explain day and night, they have difficulties explaining why the moon always presents the same face to Earth. Addresses implications for teaching and learning. (Contains 17 references.)…

Explains how misconceptions act as barriers to learning and must be addressed by teachers in the delivery of instruction. Points out that if misconceptions are not overcome, no new learning will result from a student's time in the classroom. Reports the results of an action research project that concluded that the majority of students make no…

Investigates the relationships between students' free exploration of interactive science museum exhibits, conceptual understandings, and cognitive developmental levels. Classifies participating subjects (n=45), ages 5-13, as preoperational, concrete operational (empirical-inductive), or formal operational (hypothetical-deductive). (Contains 22…

Studies misconceptions held by grade 9 students (14-15-years old) in Turkey about photosynthesis and plant nutrition. Uses a questionnaire to test students' conceptions and reports conflicting and often incorrect ideas about photosynthesis, respiration, and energy flow in plants. Suggests that there are difficulties in changing students' prior…

Cites five misconceptions related to the concept of belief which affect if and how evolution is taught. Suggests that the words 'believe' and 'accept' are used interchangeably by scientists. Discusses each of the misconceptions in detail. (Contains 33 references.) (DDR)

Describes a study investigating the effects of short-term interventions on preservice elementary teachers' understanding of the topic of ozone depletion and whether complex issues can be dealt with successfully through short-term intervention. Reports that preservice teachers' understanding improved through a short-term intervention using a mix of…

Children's ideas about radiation and radioactivity are reviewed and several common areas of misunderstanding are identified. An approach to teaching the topic at the secondary school level which seeks to specifically address known difficulties is outlined. (CW)

Examines the technical vocabulary of genetics as a source of error and confusion. Suggests that it is necessary to identify different types of problems associated with terminology and to organize them into logical classes to deal effectively with the difficulties. Highlights terms misused in textbooks. (RT)

Investigated was the influence of an instructional strategy to help freshmen undergraduate students overcome misconceptions regarding the nature of evolutionary theory. Discusses the strategy that included writing statements, small group discussion, teacher presentation, interactive lecture/discussion, and individual reflections. (YP)

Investigated was the nature of teachers' ideas about force and gravity, changes in materials, and energy. Information was obtained by using interview-about-events and interview-about-instances techniques. Examples of teachers' conceptions and ways of thinking are included. (YP)

Considers what college students think reasoning about physics involves. Discusses whether it is possible to identify students' general conceptions of physics and the effects of a course on students' concepts. Data indicated that students' understandings had an effect on problem solving, qualitative problems, and misconceptions. (YP)

Proposes elements of a model of knowledge structures used in comprehending and generating graphs. Uses the competence model to attempt to organize and interpret findings on misconceptions in graphing. Discusses two types of common misconceptions; treating the graph as a picture and slope-height confusions. (YP)