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Peer reviewedSchamp, Homer W., Jr. – Science Teacher, 1990
Discussed is the idea that models should be taught by emphasizing limitations rather than focusing on their generality. Two examples of gas behavior models are included--the kinetic and static models. (KR)
Descriptors: Chemistry, Cognitive Dissonance, Concept Formation, Energy
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
