Hospital employees (n=95) who attended experiential workshops on aging had significantly higher posttest scores on the Palmore Facts on Aging Quiz, indicating increased knowledge and improved attitudes about aging. (SK)

Describes a framework for identifying and classifying students' alternative conceptions and unscientific patterns of reasoning within a particular scientific domain. Provides a basic system for indicating how much researchers know about students' non-scientific conceptions and reasoning. Suggests how the framework may prove useful for…

Discusses the effects of expectancy on learning in a life science instructional laboratory exercise. Contends that prior knowledge directs the act of observing. Investigates the role of prior conceptions on secondary school students' ability to observe scientific phenomena. (Contains 30 references.) (YDS)

Discussion of performance improvement in human performance technology focuses on the fact that not all favorite solutions may produce useful results. Highlights include a focus on meeting goals, not implementing solutions; three case studies that show popular misconceptions; determining instructional effectiveness; and how to check out popular…

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)