The conventional wisdom about designing and operating school/university collaboratives has created a mythology of collaboration that obscures and distorts the reality. This article debunks four myths concerning planners' perceived need for clear goals, carefully planned activities, agreements about definitions, and group permanency. Four myths…

Many higher education institutions are spending money on information technologies in order to remain competitive, but often small liberal arts colleges have difficulty doing so. Examines the roles technology plays and misconceptions related to costs and productivity, and presents ideas on how faculty can cope with technological change while…

The challenge for education in today's knowledge age is developing students' capacity for sustained creative work with ideas. Although even the youngest students don't fear the abstract, working to improve ideas is an acquired disposition. Creative production is a progressive design process. Software is described in which students, as a community,…

Analyzes how textbooks define and describe an earthquake focus or hypocenter. Provides examples from textbooks that reflect an absence of precision in words and diagrams that can foster misconceptions. Discusses the origin of the problems. (DDR)

Presents research on different techniques to determine the level of understanding among middle school students regarding the phases of the moon. Quotes student responses to provide some insight into students' level of understanding of general knowledge about the moon, moon phases, and modeling the phases. Presents implications for teachers. (KHR)

Discusses results of a survey of preschool teachers, children, and their parents about young children's understanding of parents' employment. Reveals that many children don't know what their parents do at work despite teacher and parent belief in the importance of this knowledge. Offers suggestions on classroom projects and children's books…

Presents the results of a survey on volcanism completed by secondary students (N=1000) in Northern Italy. Findings indicate that these students, who live in a non-volcanic area, firmly believe that their area is volcanic. (DDR)

Reviews two books that seek to define the nature and direction of Russian educational reform: "School Reform between 'yesterday' and 'tomorrow'" (Eduard D. Dneprov, Russian Minister of Education, 1990-92) and "Russia: Education in the Transition" (Stephen P. Heyneman of the World Bank). Criticizes their unrealistic assumptions…

The deficiencies and distortions revealed in studies of public understanding of science, intuitive physics, nutritional myths and misunderstandings, and mental mapping of geographical space are defects in information transfer from the physical and intellectual realms to the subjective realms of individuals (Popper's three "Worlds").…

Explores myths fashioned during the growth of student affairs and discusses their implications for student affairs administrators. Some of the myths contested include claims that the field lacks a professional philosophy, that it was founded "by default," and that it must have an educational mission equal to that of the faculty. (Author/RJM)

Examines the numerous misconceptions surrounding learning disabilities (LD). Addresses such mistaken views: those with multiple LDs should not consider college; LD is the same as mental retardation; colleges deny admission to applicants if they are unable to accommodate the LD; and individuals who receive accommodations have an unfair advantage.…

Investigates the relationship between traditional physics textbook problem solving and conceptual understanding. Reports that students had many of the well-known conceptual difficulties with basic mechanics and that there was little correlation between the number of problems solved and conceptual understanding. (Contains 21 references.)…

Discusses examples from research of how students' misconceptions underlie their difficulties in interpreting kinematics graphs, possible underlying causes, and promising remedies. (KHR)

Provides information about hypnosis. Uses research data to define hypnosis, discuss the relationship between hypnosis and memory, and present some possible benefits. Includes a chart with some common misconceptions about hypnosis and the corresponding true statement. (DDR)

Listed are errors students make by accepting misconceptions about pressure and precautions teachers might take to avoid fostering those misconceptions. Misconceptions discussed include pressure as a measure of energy per unit volume, fluid flow only from high to low pressure, and the lack of pressures lower than a vacuum. (CW)