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Wu, Hsin-Kai; Shah, Priti – Science Education, 2004
In this article, we examine the role of visuospatial cognition in chemistry learning. We review three related kinds of literature: correlational studies of spatial abilities and chemistry learning, students' conceptual errors and difficulties understanding visual representations, and visualization tools that have been designed to help overcome…
Descriptors: Chemistry, Visualization, Concept Formation, Spatial Ability
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Beeth, Michael E.; Hewson, Peter W. – Science Education, 1999
Provides a detailed account of the significant components of Sister M. Gertrude Hennessey's instruction for conceptual change learning in an elementary science classroom. Discusses the implications of this case study for the practices of other teachers. Contains 40 references. (Author/WRM)
Descriptors: Classroom Communication, Constructivism (Learning), Elementary Education, Elementary School Science
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Mortimer, Eduardo F.; Machado, Andrea H. – Science Education, 2000
Analyzes a teaching episode to determine how a conflict is perceived and overcome by students as a result of verbal interaction between the teacher and the students. Discusses the particulate nature of matter with students aged 15-16 after observing a glass of water containing a rock and an ice cube. (Contains 25 references.) (Author/YDS)
Descriptors: Chemistry, Cognitive Processes, Concept Formation, Density (Matter)
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Linder, Cedric J. – Science Education, 1993
Argues that, by not considering examples drawn from students' everyday lives, a teacher is detracting from science itself. A challenge is made to Conceptual Change Learning Model advocates and users to embrace the idea of conceptual fitting based upon context as well as conceptual change when considering how students learn. (ZWH)
Descriptors: Concept Formation, Constructivism (Learning), Educational Research, Elementary Secondary Education
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Fleer, Marilyn – Science Education, 1993
Examines the research literature in science education to determine how appropriate it is for teaching science to young children 3-5 years of age. In the context of this discussion, a model for the teaching of science in early childhood is presented. For clarity and continuity, the example of teaching electricity is used throughout. (PR)
Descriptors: Concept Formation, Educational Research, Electricity, Literature Reviews
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Rogan, John M. – Science Education, 1988
Considers variables which affect the acquisition of the kinetic theory of heat by children who hold alternative viewpoints. Suggests that the articulation of different viewpoints in no way hinders the acquisition of the desired conceptual framework. Emphasizes the benefit to low-reasoning students in particular. (CW)
Descriptors: Cognitive Structures, Concept Formation, Heat, Kinetic Molecular Theory
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Hynd, Cynthia; And Others – Science Education, 1997
Investigates changes in preservice teachers' conceptions about projectile motion brought about by a combination of reading and demonstration and appeal to usefulness. Results indicate the effectiveness of a combined Demo-Text condition on immediate posttests and effectiveness of text in producing long-term change. Analysis also indicates an…
Descriptors: Demonstrations (Science), Educational Strategies, Elementary Education, Evaluation