Reviews and analyzes research related to the teaching and learning of science completed in 1985. Includes: (1) reviews of research; (2) evaluation; (3) student characteristics; (4) attitudes toward science; (5) conceptual reasoning; (6) instructional treatments; (7) cognitive skills; (8) laboratory work; (9) microcomputer applications; (10)…

Identifies and discusses the epistemological roots of various terms that have been used to describe student conceptions in the literature with a view to suggest which term science eductors should adopt. Argues that "alternative conceptions" is preferable to "alternative frameworks" for use in describing student conceptions in…

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)

Describes five ways that high school students explain a chemical change. Discusses the differences in conceptual understanding of the students based upon their responses to questions about simple reactions. Presents additional classifications of conceptions of chemical reactions done by other researchers. (TW)

Proposes a framework for interpreting current research in science education. Presents four prototypes for describing research which are derived from comparisons and combinations of "spontaneous" and "formal" knowledge. Discusses possible applications of the use of the framework in science education. (TW)

Three high school biology textbooks were analyzed to determine possible sources of misconceptions and related learning problems associated with genetics. Misconceptions were examined in these categories: conceptual organization; conceptual relations; use of terminology; and mathematical elements. Implications for instruction related to each…

Concept maps and structured/clinical interviews were completed by 25 fourth graders and 25 college freshmen to determine knowledge of the human circulatory system. Students (N=945) at various levels were then measured for misconception frequencies. Student preconceptions appear to be tenacious, but confrontation strategies may assist fundamental…

Argues that Venn Diagrams are powerful probes of students' understanding of the meanings of terms and the relations between concepts. Examples of the various classroom contexts in which the diagrams can be used are provided. (JN)

Investigated (1) conceptions 40 African students used in solving floating/sinking problems; (2) nature of these conceptions; (3) kinds of arguments of epistemological commitment they displayed in their responses; and (4) if their conceptions differed from scientific conceptions. (JN)

Propositions expressed by students during interviews prior to and after audiovisual instruction served as the basis for Concept Propositional Analysis (CPA) to assess cognitive structure. CPAs for two students are reported and aspects of Ausubelian principles are discussed. The method showed that new learning can be linked to previous…

Analyzes verbal and figural student concept schemes for environmental issues through aspects of differentiation (number of categories employed), discrimination (range of phenomena involved), and integration (efficiency of organizing method). Results indicate students (N=28) use discrimination most and integration least and constructed…

Discussed is a constructivist model of science learning and its possible use in the treatment of science misconceptions. Science learning as conceptual and methodological change is described. (KR)

Proposed is a scheme for concept development in teaching the topic of energy. Levels within the scheme are described, as well as their interrelationships and their relation to the student's own world. (KR)

Reviews four hypotheses about learning: Comenius's transmission-reception theory, information processing theory, Gestalt theory, and Piagetian theory. Uses the categories preunderstanding, conceptual change, and learning processes to classify and assess investigations on learning processes. (PR)

Describes a theoretical frame for understanding cognitive development to outline the planning and performance of a unit on electrostatics. Analyzes a female student's learning process and the development of the complexity of her cognitive skills. (PR)