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)

Explores how some of the work in the history and philosophy of science might develop a more adequate understanding of students' untutored ideas. Describes how students' views can be interpreted. Explains and discusses the merits of commonsense-scientific theory analogy. (YP)

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)

Summarizes the results of three related studies whose overall purpose was to determine elementary students' conceptions about earthquakes at two widely separated locations in the United States. Certain topics, such as the cause of earthquakes, seemed to cause difficulty for students. New definitional responses emerged in the studies that took…

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)

This research endeavored to study student's views of science through their operative definitions of science. The results were used to create an instrument with which teachers could evaluate students' perceptions of science and then prepare lessons that address misconceptions. (PR)