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Peer reviewedGrimellini-Tomasini, N.; And Others – Science Education, 1993
Reviews research on student learning about collisions in physics instruction. Focus is placed on the main differences between the spontaneous perspective in describing/interpreting collisions and the disciplinary perspective based upon the energy and linear momentum conservation laws. (PR)
Descriptors: Concept Formation, Educational Research, Energy, High Schools
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
