Descriptor
| Concept Formation | 4 |
| Learning Processes | 4 |
| Misconceptions | 4 |
| Science Education | 4 |
| Cognitive Structures | 3 |
| Cognitive Development | 2 |
| Physics | 2 |
| Secondary Education | 2 |
| Secondary School Science | 2 |
| Teaching Methods | 2 |
| Beliefs | 1 |
| More ▼ | |
Source
| Science Education | 4 |
Author
| Carrascosa, Jaime | 1 |
| Dykstra, D. I. | 1 |
| Gil-Perez, Daniel | 1 |
| Hewson, Mariana G. A'B. | 1 |
| Hewson, Peter W. | 1 |
| Rogan, John M. | 1 |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 2 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
Education Level
Audience
| Practitioners | 2 |
| Researchers | 2 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedRogan, 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
Peer reviewedHewson, 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
Peer reviewedGil-Perez, Daniel; Carrascosa, Jaime – Science Education, 1990
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)
Descriptors: Cognitive Development, Cognitive Structures, Concept Formation, Learning Processes
Peer reviewedDykstra, D. I.; And Others – Science Education, 1992
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)
Descriptors: Beliefs, Classification, Cognitive Development, Cognitive Mapping
