Debunks two fantasies: the feasibility of a free-market educational system and the idea that greater choice automatically means better schools. Public education is too labor-intensive and undercapitalized to be profitable. Communities need "skunk works" schools of choice to do research and development and smaller, collaboratively managed…

Describes four chemical terms that students with well-considered reasons use in a way that is not accepted in chemistry. From 4300-7500 senior high school students completed a series of multiple choice tests while other groups of students participated in discussions about the problem situations. Contains 34 references. (DDR)

Investigates students' ideas about gravity beyond the earth's surface. Presents a lesson plan designed to help students understand that gravity can act beyond Earth's atmosphere. Also helps students gain a more adequate intuitive understanding of how natural and artificial satellites stay in orbit. Reports that this strategy changed some students'…

Describes the use of manipulatives to teach the fundamental concept of limiting factors and presents a series of questions that can be used to test whether students are harboring some of the most common misconceptions about limiting factors. Includes applications to discussions of cultural eutrophication and vegetarianism. (JRH)

Reviews textbooks in use in the sixth-form classroom. Reports numerous examples of muddled facts, confusing explanations, and serious misconceptions. (DDR)

The results of a study conducted with elementary school students in Tanzania are presented. A number of alternative conceptions were revealed. The role of sociocultural beliefs in forming these conceptions is described, and the implications of these findings for science teaching and teacher education are discussed. (Author/CW)

Explains the differences between successful and unsuccessful problem solvers' exploration of a problem, translation of information into different forms, approach to devising and executing a plan, and rechecking work. (RT)

Discusses some incorrect representations of electric fields in textbooks. Considers total charge or charge density and two- or three-dimensional diagrams. (YP)

Examines the development of students' understandings about fractions during six weeks of instruction. Reports that all students possessed informal knowledge disconnected from their knowledge of fraction symbols and procedures and that knowledge of rote procedures often interfered with students' attempts to build on their informal knowledge.…

Discusses the need for teaching creative thinking in the classroom. Cites two misconceptions to which the absence of emphasis on creative thinking is attributed. Provides strategies and example activities for promoting the skill. States that these procedures can increase student interest in science. (RT)

Discusses theoretical procedures for introducing educational innovation. Shows how adult education innovations in Tanzania have been based upon misconceptions. Finds that the top down flow of innovations with its attendant communications problems and the overly broad scope of innovations are the major sources of misconceptions. Urges inclusion of…

Summarizes some student misconceptions concerning the concept of equality. Provides several ways to modify present instruction. Describes a way to model the relational view of equals using balances. (YP)

Identifies an induced incorrect generalization as a generative cause for the formation of misconception. Analyzes students' protocol of an exploratory learning experiment about the laws of reflection of light. Suggests recommendations for textbook, teaching, and practical work. (Author/YP)

Analyzes the concept of teaching from various aspects. Reviews research on students' conceptions of natural phenomena, conceptual change, and teacher thinking. Suggests an appropriate conception of teaching science. (YP)

Four experiments investigated children's ability to notice and remember events in which the acquisition of factual information occurs. Results indicated that children tend to report they have known newly learned information for a long time, suggesting that children have some understanding of knowledge acquisition, but not at the level of adults.…