Examines reader and text variables related to conceptual change learning from science textbooks. Shows it is difficult to change readers' prior knowledge by reading texts that are inconsistent with that knowledge, but refutation text was shown to impact students' prior knowledge when that knowledge contained naive scientific conceptions. Addresses…

Examines conceptual change research to develop an instructional framework for science educators consonant with research on special education populations. Delineates a taxonomy of knowledge structures (classification, structure, process/mechanism, and concept/theory frames) derived from research that may be used to guide teaching strategy…

Do the "new economy" and "information age" really exist? Effects of the railroad and telephone fell far short of those predicted. The psychology of human behavior may not have changed much. One must maintain a healthy skepticism about predictions concerning any new technology's influence and long-range significance. (MLH)

Learning by using the lecture method based on memorization, students miss the opportunity to learn basic concepts. Uses animation and diagrams to teach key concepts. (Contains 14 references.) (YDS)

Reports on the procedure and results of the trial of support materials that were developed for primary teacher mentors to help trainee teachers improve their medium-term and individual lesson plans. Concludes that trainees' practice in science improved in subsequent unmentored lessons, but good practice was not transferred to other subjects.…

Because educators have unrealistic expectations about tests, they use them inappropriately and draw inaccurate conclusions from results. This article debunks five myths about test-score comparisons: valid measurement of school quality; declining international competitiveness; "fixing" schools with more tests; development of new, improved…

Schools have been criticized perennially for their profligate waste of taxpayer money. Currently, there are two separate myths about schools and money: the United States spends more than any other country; and money doesn't matter. U.S. schools have many nonteaching school employees because they provide services that other nations do not. (MLH)

Abolishing direct-instruction and skill-practice opportunities could have serious consequences for special-needs learners. Teachers should provide explicit and focused, even isolated instruction as needed and integrate it into the larger literacy context. This means conducting ongoing assessments of each student's abilities, skills, and progress…

Describes a teaching model aimed at promoting conceptual change concerning heat and temperature. The model is used with teachers (n=2) and students (n=92) to explore its use as a professional development tool as well as a teaching strategy. Results indicate that the teaching model is effective in changing students' ideas and the approach resulted…

Conventional science instruction often fails to address or change students' misconceptions about physical phenomena. Students stubbornly cling to anthropocentric, causal, and product conceptions about energy. This article explores scientific and pedagogical arguments favoring development of a spiral curriculum for teaching energy in (Israeli)…

Documents a case of model-building in biology through microanalysis of one student's interaction with "Science for Living: The Circulatory System (SFL)", an interactive multimedia resource prototype for research. Describes the student's learning goals, gains, and activities with particular attention to interactions with representations,…

Job satisfaction was examined for 55 self-identified college graduates with learning disabilities (LD) and 55 control graduates matched by gender, major, degree, and graduation year. Graduates with LD perceived themselves as receiving significantly less pay and promotion opportunities, and reported less total job satisfaction than graduates…

Examines both theoretical and practical perspectives on conceptual exchange--exchanging a student's entrenched view on a scientific topic for one based on actual scientific perspective. Endorses the conceptual-mediation model based on interference theory for changing an established view. (AIM)

Demonstrates how social constructivism has affected conceptual change research, and draws implications for reading and writing instruction from conceptual change research using social constructivism as a theoretical framework. Discuss why conceptual change researchers turned to social constructivism as a theoretical framework for their research.…

Describes science-related questions asked by young students aged 4-6. Discusses appropriate responses to typical science questions. (WRM)