A Toxicologist discusses common misconception that all chemicals are poisonous to people and the environment and how these misconceptions are perpetuated. Describes what makes a chemical toxic. Defines related concepts including dose, acute and chronic toxicity, and natural verses synthetic chemicals. (MCO)

Presents four misconceptions students have concerning the concepts of recessive and dominant alleles. Discusses the spectrum of dominant-recessive relationships, different levels of analysis between phenotype and genotype, possible causes of dominance, and an example involving wrinkled peas. (MDH)

Explores the public's misconception about lotteries' intended purpose and actual use. To avoid attacks on its legitimacy (and bloated bureaucratic structure), government is relying on lotteries as policy tools. Generating public funds through lotteries appears to meet education's needs while masking the relative drop in tax-based public finance.…

Discussions with 27 focus groups of third to sixth graders revealed a high level of AIDS awareness and correct knowledge about transmission and prevention. Many had difficulty explaining causation and overestimated numbers of children possibly affected. Misconceptions were more prevalent in lower grades. (SK)

Describes a test using 155 third-year undergraduates in 15 different institutions to examine the extent to which certain core first-year material is retained and understood. Includes an analysis of the answers given by students to each question as well as some of their comments. Students' misconceptions indicate that foundations laid in the first…

Reports that many students do not believe Newton's law of action and reaction and suggests ways in which its plausibility might be enhanced. Reviews how this law has been made more plausible over time by Newton and those who succeeded him. Contains 25 references. (DDR)

This issue is a collection of scholarship on school as community--a subject with prolific writings, but a sparse research base. Not another educational fad, community should be disentangled from the instrumental values (improving measurable student outcomes) that pervade education policy. In-depth field studies are needed. (MLH)

Investigates students' ideas, conceptions, and misconceptions about acids and alkalis before and after a teaching sequence in a small-scale research project. Concludes that student understanding of acids and alkalis is lacking. (DDR)

Major issues surrounding women in management include the glass ceiling and prevalence of myths and stereotypes. Organizational and individual responses to improve use of the diversity of their skills and talents include mentors, sponsors, role models, networks, alternative schedules, family leave, employee assistance, and child care. (JOW)

Highlights the influence of Confucianism on Chinese thinking, learning style, and cultural values and the impact upon classroom behaviors. Corrects misconceptions Western teachers may have about the meaning of these behaviors. (SK)

Hypothesizes that various misconceptions held by students with regard to the mathematical set concept may be explained by the initial collection model. Study findings confirm the hypothesis. (Author/ASK)

Presents an experimental study on students' strategies and association judgments when faced with comparison of a numerical variable in two different samples. Classifies the strategies from a mathematical standpoint to identify theorems in action and two types of misconceptions about association. Contains 21 references. (Author/ASK)

Argues that the candle-and-cylinder demonstration does not show that air is composed of 21% oxygen. Finds that the heating of air results in a partial expulsion of air, and that the flame is extinguished by a local, rather than a complete, consumption of oxygen. (WRM)

Debunks brain/education myths. The term "brain-based education" is redundant; learning is the brain's function. More brain cell connections do not equal more learning. There is no "critical period" for developing human brain capacity. All learning is emotional, and learning never ends. Tips for high-school teachers are…

To help teacher educators and others become better consumers of the teacher standards currently on the market, this article presents and analyzes some claims typically advanced for such standards. All proposals, whether research-based or representing professional consensus, must be respectfully received, reviewed, and discussed. (16 references)…