Presents study results suggesting some malleability in learning strategies that flow from cognitive style. Examines the effects and practicability of restructuring training as a means of addressing individual learner differences. Reports that training enhanced performance on two dependent measures tasks. Concludes that field-dependent learners…

Contends that many students reject historical study because they see no connection between factual information and their own needs and interests. Suggests that this epistemology of the self can be used to analyze historical information. Recommends helping students see that historical fact is subject to individual and group interpretation. (CFR)

Assessed was the level of thinking of 140 students who had been placed in developmental algebra as entering college freshmen. Scores on the Group Assessment of Logical Thinking, Scholastic Aptitude Tests, college placement tests; high school grade point average, and developmental algebra final grade were analyzed. Group characteristics are…

In two parallel one-year studies, solution strategies for subtraction number facts and achievement patterns of matched groups of first graders in two different instructional programs were examined. Significant differences between groups were found favoring the strategy approach. (Author/CW)

Investigated was the learning of the mathematical uses of "more,""fewer," and "less" at a very early stage in the development of ideas. (CW)

Described are the results of a conceptual physics survey given to a small group of high school physics students with the goal of identifying common misconceptions held by students. Three common misconceptions were identified and are discussed in detail. (CW)

This paper analyzes the misconceptions high school students have about force and suggests that the misunderstanding of Newton's third law is the key to these misconceptions. Clinical interview and diagnostic test data (N=104) indicates that many students have a naive view of force as an acquired or innate property of single objects rather than…

Discusses the difficulties that some students have in understanding the concept of chemical reactions. Proposes that instructors try to consider the various difficulties during a chemistry course when students form their concepts of element conservation. (TW)

Investigated is the ability of high school pupils and university students to answer questions based on relationships within food webs using sound ecological principles. Research methods used and the results of this study are discussed. (CW)

Presented are four research articles and staff development activities. Included are: an activity used to stimulate discussion of the issue of balanced science; a constructivist approach to teaching electric circuits; a science grading scheme; and a discussion of priorities in science education. (CW)

Identifies an induced incorrect generalization as a generative cause for the formation of misconception. Analyzes students' protocol of an exploratory learning experiment about the laws of reflection of light. Suggests recommendations for textbook, teaching, and practical work. (Author/YP)

Presented are the results of an analysis of the cognitive stages of tenth-grade pupils using a six-week unit on the respiratory system. The research design, instruments, and data analysis are discussed. A variety of cognitive levels was found and may be related to learning outcomes. (CW)

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)

Discusses how student errors can be utilized to understand the nature of the conceptions that underlie students' mathematical activity. Looks at why errors are made in mathematics, how teachers and students perceive errors, and how to use errors in the classroom. (MDH)

Compares 7 biology faculty members, 9 genetic counselors, and 26 undergraduate students according to both expertise and problem-solving success within the domain of genetics. Findings are consistent with the hypothesis that as expertise is attained, the individual restructures knowledge into a framework based upon the critical dimensions which…