Researchers and practitioners alike express concerns about the conceptual difficulties associated with the concepts of momentum and kinetic energy currently taught in school physics. This article presents an in-depth analysis of the treatment given to them in 44 published textbooks written for UK secondary school certificate courses. This is set…

In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be…

Investigated were children's reactions when allowed to choose their own apparatus and perform experiments with appropriate directions available. Few students invented their own experiments; most followed the available printed instructions. (SL)

Described is a study that confirms positive effects on student achievement of manipulation of molecular models by high school chemistry students over a long period of time. Also examined but unanswered were questions regarding applications of Piaget's theories in determining differential effects for concrete and formal operational students. (CS)

Investigated a persistent error among introductory college biology and genetics students, namely, that amino acids are produced by genetic translation (protein synthesis). Contributors to this misconception were revealed through multiple-choice items and interviews. Implications for education are discussed with specific steps suggested to correct…

This study compared the classroom environments as perceived by fourth-grade, seventh-grade and high school boys and girls in classes taught by males and females to determine if any perceptual differences existed. The analyses showed no differences for fourth-grade students, one for seventh-grade students, and three for high school students.…

Analyzed and classified were Individualized Science Instruction System (ISIS) minicourse performance objectives and criterion-referenced test items according to Bloom's cognitive "Taxonomy" to determine levels of cognition emphasized. The findings indicate that ISIS minicourse test objectives are written primarily at the knowledge and…

Examined the effect of matching learners' cognitive styles with science learning activities on changes in science knowledge and attitudes. Fifty-six elementary education majors, identified as Sensing Feeling types on the Myers-Briggs Type Indicator, participated in the study. Results revealed no significant differences between matched and…

Reported the development and validation of an integrated model of performance on chemical concept-volumetric analysis. Model was tested on 265 chemistry students in eight schools.Results indicated that for subjects using algorithms without understanding, performance on volumetric analysis problems was not influenced by proportional reasoning…

Research focused on two factors that may be influencing females in choice of careers. Factors are role-specific self-concept in science and self-perception in terms of stereotypical masculine and feminine characteristics. Logical ability and mathematics and science courses were also examined as factors in career choice. Results of data for 177…

This Study was conducted to determine if women in the sciences were as accurate in spatial abilities as male counterparts. An experiment was also conducted to find if an intervention would improve the visuo-spatial awareness of women as rapidly as men. Data indicated that while women tended to start at a lower level, they were able to learn…

Reports on a study designed to identify the hierarchical relationships among Piagetian cognitive modes and integrated science process skills for different Piagetian cognitive reasoning levels, and to determine whether positive vertical transfers could be validated. (TW)

Reports on a study which investigated the effect of instructional objectives on seventh grade students' attitudes toward science. Results indicated that students in the integrated science program had better attitudes than those receiving traditional instruction. (TW)

Reports on an analysis of secondary school physics teaching with respect to three aspects of curriculum. Indicates that limited but significant relationships exist among intentions, translations, and achievement in the teaching of physics in Canadian secondary schools. (TW)

Examined the extent to which students' alternative conceptions changed as a function of age. Reports that many alternative views remain intact throughout the school years. Provides several suggestions for teaching and research within the context of a neoconstructivist view of learning. (Author/YP)