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)

The confusion by students on the use of three terms in their writing is discussed. The definitions of catabolite repression, constitutive, and ribosome binding site, given in the glossaries of 10 textbooks, are compared with the use of these terms in students' papers. (KR)

Explains reasons why students have misconceptions concerning pendulum swings. Presents a series of 10 pendulum task cards to provide middle-school students with a solid mental scaffolding upon which to build their knowledge of kinetic energy and pendulums. (PR)

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)