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| Concept Formation | 7 |
| Misconceptions | 7 |
| Physics | 7 |
| Science Education | 5 |
| Science Instruction | 4 |
| Secondary Education | 4 |
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| Cognitive Development | 3 |
| Constructivism (Learning) | 3 |
| Cognitive Processes | 2 |
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| Science Education | 7 |
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| Carrascosa, Jaime | 1 |
| Dykstra, D. I. | 1 |
| Furio, C. | 1 |
| Galili, Igal | 1 |
| Gil-Perez, Daniel | 1 |
| Guisasola, J. | 1 |
| Kaplan, Dov | 1 |
| Lijnse, Piet | 1 |
| Linder, Cedric J. | 1 |
| Thijs, G. D. | 1 |
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| Journal Articles | 7 |
| Reports - Research | 4 |
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Peer reviewedLinder, Cedric J. – Science Education, 1993
Argues that, by not considering examples drawn from students' everyday lives, a teacher is detracting from science itself. A challenge is made to Conceptual Change Learning Model advocates and users to embrace the idea of conceptual fitting based upon context as well as conceptual change when considering how students learn. (ZWH)
Descriptors: Concept Formation, Constructivism (Learning), Educational Research, Elementary Secondary Education
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 reviewedLijnse, 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
Peer reviewedThijs, G. D. – Science Education, 1992
Evaluates the effectiveness of a course using a constructivist approach in reducing Dutch secondary school students (n=190) misconceptions about force. Concluded that the lessons were effective in changing students' ideas in regard to forces in rest situations and frictional forces and that learning effects were equally distributed over student…
Descriptors: Cognitive Development, Concept Formation, Constructivism (Learning), Force
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
Peer reviewedFurio, 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
Peer reviewedGalili, Igal; Kaplan, Dov – Science Education, 1996
Analyzed operational knowledge of the weight concept of high school students after two educational levels: introductory and advanced physics. Results showed that apparent and true weight concepts are poorly assimilated by most of the advanced placement students. Discusses origins of the shortcomings of the alternative knowledge about weight.…
Descriptors: Concept Formation, High School Students, Misconceptions, Physics
