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The Problem of Terminology in the Study of Student Conceptions in Science.
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Abimbola, I. O. – Science Education, 1988
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…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Structures, Concept Formation
An Appropriate Conception of Teaching Science: A View from Studies of Science Learning.
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Hewson, Peter W.; Hewson, Mariana G. A'B. – Science Education, 1988
Analyzes the concept of teaching from various aspects. Reviews research on students' conceptions of natural phenomena, conceptual change, and teacher thinking. Suggests an appropriate conception of teaching science. (YP)
Descriptors: Cognitive Processes, Cognitive Structures, Concept Formation, Instruction
Energy between the Life-World of Pupils and the World of Physics.
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Lijnse, Piet – Science Education, 1990
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)
Descriptors: Cognitive Processes, Concept Formation, Energy, Energy Education
Difficulties in Learning the Concept of Electric Field.
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Furio, C.; Guisasola, J. – Science Education, 1998
Analyzes students' main difficulties in learning the concept of electric field. Briefly describes the main conceptual profiles within which electric interactions can be interpreted and concludes that most students have difficulty using the idea of electric field. Contains 28 references. (DDR)
Descriptors: Cognitive Processes, Concept Formation, Electricity, Epistemology
Anomalies and Conflicts in Classroom Discourse.
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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)