Although women typically do as well as or better than men in the introductory computer science course at City University of New York's College of Staten Island, relatively few women even attempt it. This paper is an analysis of the transcripts of five years of computer science majors (n=626; 449 men, 177 women) at that institution. Data reveals…

This paper examines the nature of physics students' knowledge, the means to identify alternative conceptions, and possible methods to overcome misconceptions. This examination is a survey of the techniques and ideas of a large number of researchers who are seeking their own solutions to this problem. An examination of the nature of knowledge…

Graphic organizers such as webs, time lines, Venn diagrams, flowcharts, and concept maps are well known and widely used instructional and learning tools. They help teachers and students not only to identify and visually represent their views and knowledge but also to recognize and depict relationships among concepts. This article discusses the use…

Internet technologies blur the distinction between distance learning and traditional learning by enabling the convergence of these two, thus causing confusion in widely-accepted definitions, terminologies, concepts, and theories on distance learning. This paper introduces an e-education framework with three reference models in order to reduce the…

One dilemma of constructivist modes of instruction, which involve engaging students in discussions concerning a range of possible explanations for a given phenomenon, is that such an approach may confuse students who believe that absolute scientific truth exists. Historical dialogues in which various perspectives are aired by key scientists of the…

Recent research has shown that serious misconceptions frequently survive high school and university instruction in mechanics. It is interesting to inquire whether Newton himself encountered conceptual difficulties before he wrote the "Principia." This paper compares Newton's pre-"Principia" beliefs, based upon his writings,…

Advanced knowledge acquisition in a subject area is different in many important ways from introductory learning (and from expertise). In this paper some of the special characteristics of advanced learning of complex conceptual material are discussed. The paper notes that these characteristics are often at odds with the goals and tactics of…

Describes the distinctive features of the common snapping turtle. Discusses facts and misconceptions held about the turtle. Provides guidelines for proper care and treatment of a young snapper in a classroom environment. (ML)

Uniform illumination levels in the classroom and focused brightness on the "teaching wall" made good sense for students in Henry Ford's era. If you were training to take your place on the assembly line, you needed to focus on the work at hand and ahead to your supervisor, but the future no longer belongs to students who look only straight ahead.…

The paper identifies possible factors associated with changes in style and presentation of diagrams of lunar phases and eclipses in school textbooks and other resources. Science curriculum resource materials used extensively during the past two hundred and fifty years in North America and Australia provide insights into teaching and learning of…

Discrepant questioning is a teaching technique that can help students "unlearn" misconceptions and process science ideas for deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them to examine their ideas or models, without giving information prematurely to the student or passing…

During the last decades, an increasing awareness has developed that humankind will have to make important decisions about the environment which will demand substantive knowledge of critical ecological phenomena such as the production and decomposition of biomass (World Commission on Environment and Development, 1987). As a biology teacher the…

Many would-be reformers have become so entranced with educational standards that they fail to recognize accompanying problems, such as optimal generality and subordination levels. There is really no difference between instructional objectives and content standards. Other perils of content standards include inadequate descriptive vigor,…

For most students textbooks are the main source of their information about scientific concepts; however, there are a number of errors which frequently appear in textbooks and are consequently transmitted to both teachers and students. Some of these errors which may represent widespread misconceptions of teachers are outlined. (Author)

Explores how teachers conceptualize self-esteem and related curricular practices, using survey data from 68 midwestern urban teachers. Relying on assumptions and intuitions, teachers believed that low self-esteem is endemic to most urban children, reinforced by kids' urban context, and tantamount to being at risk behaviorally and academically.…