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…

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)

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)

Discusses (1) the need for teachers to understand student conceptions; (2) alternative conceptions that students formulate; (3) changing conceptions; (4) representing conceptual knowledge for studying conceptual change; (5) strategies for inducing change; and (6) a taxonomy of conceptual change. (Contains 61 references.) (MDH)

Advocates removing the taboo regarding anthropomorphism and teleology in biology education. Argues that for high school students, accepting such formulations does not necessarily imply anthropomorphic or teleological reasoning. Further, living organisms seem goal-oriented because of their adaptation for survival. Concludes with the argument that…