Presents results from a study of the conceptions of chemical reactions held by middle school students, high school students, and general chemistry students at the university level. Results suggest that very few students understand what a chemical reaction is. Contains 19 references. (DDR)

Details the development of a multidimensional problem analysis, classification, and authoring method used to improve student understanding of the mole concept. Includes the results of assessment of the studyware. Contains 46 references. (DDR)

Proposes a simple predictive model for multistep problems and compares the model's predictions with actual data. Examines mechanisms that may block the solution or lead to violation of the model. Contains 42 references. (DDR)

Demonstrates that scientific laws about nature and their representative models, as taught and described by theory, are often different from the method as practiced. Focuses on the use of the Periodic Table as a scientific model. Contains 26 references. (DDR)

Investigates the mental models that people construct about magnetic phenomena. Involves students, physics teachers, engineers, and practitioners. Proposes five models following a progression from simple description to a field model. Contains 28 references. (DDR)

Considers a number of issues related to research in the area of high school pupils' attitudes toward science. Attempts to map out the area of interest by considering issues that pertain to the meaning of key terms. Contains 55 references. (DDR)

Presents the results of a pilot study on the possible advantages of utilizing a strategy based on drama and role playing to develop understanding of basic ecological concepts in students aged 7-11. Contains 36 references. (DDR)

Identifies subject and teaching knowledge that primary school teachers can use to effectively develop children's understanding of electricity and simple circuits. Presents a set of electricity concepts that are appropriate for primary children to explore. Contains 19 references. (DDR)

Discusses the conceptions of constructivist teaching within the context of debates on constructivist research in science classrooms. Argues that critical constructivism should replace constructivist teaching. Contains 39 references. (DDR)

Seeks to identify some of the issues associated with the role of models in scientific explanations. Discusses factors which may influence the way that those explanations are understood and the judgment of their appropriateness by the various audiences involved. Contains 55 references. (DDR)

Studies aspects of the conceptual reorganization and change of students aged 12-18 (N=40). Describes conceptual change through case studies and students' identifications of chemical reactions. Contains 18 references. (DDR)

Addresses the identification of qualitatively different types of interest in physics among students aged 12-16. Characterizes these types in terms of preferred interest pattern, age and gender distribution, and physics-related self-concepts. Contains 19 references. (DDR)

Reports the results of a questionnaire on teaching and facilities completed by teachers (N=214) and students (N=630) in Uganda. Indicates that teachers hold a view of science as problem solving, whereas students see science as heavy with memorization. Contains 17 references. (DDR)

Seeks to justify the inclusion of meteorology within the science curriculum. Reflects upon the nature of science and some current issues in science education, and examines the reality of including meteorology within worldwide science curricula. Contains 37 references. (Author/DDR)

Reports on the background philosophy, theoretical course structure, and the changing patterns of student choices evident in a course at the interface between natural science and social sciences. Based on observations of the first trimester. (DDR)