Argues that Venn Diagrams are powerful probes of students' understanding of the meanings of terms and the relations between concepts. Examples of the various classroom contexts in which the diagrams can be used are provided. (JN)

Examined are first-year medical students' (n=160) explanations of complex concepts in cardiopulmonary physiology following a lecture series. The results revealed systematic misconceptions by the students in developing a pathophysiological model of the problem. The implications for science instruction within a medical curriculum are discussed.…

Examines the differences between concrete and abstract concepts and their implications for instructional design and teaching. How specific concepts are stored in and retrieved from memory is described, analogies are discussed as an instructional tool in abstract concept learning, and a possible instructional strategy for teaching abstract concepts…

This paper demonstrates a method for constructing long variables using items that elicit partically correct responses across ages. Long variables may be defined by students at different ages (year levels) attempting common items within a test containing other items considered to be appropriate for each age or year level. A developmental model of…

The feasibility of guiding students of moderate aptitude to select appropriate learning strategies while they are learning an imaginary classification system was investigated in a study that contrasted the effect of system-assigned strategies for learning concepts with strategies selected by students. Subject-matter content was based on a set of…

Sixty-eight studies on conceptual development in the biological sciences are reviewed. These studies originated in North America, Europe, Asia, Africa, and Australia. Each study was classified by type of concept(s) under investigation and by the research method employed (focusing on the mode of inquiry and the mode of assessment used). When…

This paper describes the implications of constructivism both for what to teach and for how to teach. The first part discusses three approaches on what to teach: (1) relating mathematical knowledge to other knowledge; (2) checking for self-consistency; and (3) putting thinking before facts. The second part is on how to teach based on…

This study describes efforts to apply principles of systematic knowledge representation (concept mapping and computer-based semantic networking techniques) to the domain of ecology. A set of 24 relationships and modifiers is presented that seem sufficient for describing all ecological relationships discussed in an introductory course. Many of…

Examines the development of students' understandings about fractions during six weeks of instruction. Reports that all students possessed informal knowledge disconnected from their knowledge of fraction symbols and procedures and that knowledge of rote procedures often interfered with students' attempts to build on their informal knowledge.…

Discusses ways in which block building represents the young child's art world, the use of blocks as an art medium, and art concepts that can be developed with the use of blocks. Suggests a methodology of block building that is designed to enhance artistic ability. (RJC)

During the last 10 years, cognitive science researchers have produced research findings that have great potential for increasing students' understanding of science. However, commercial publishers continue to produce textbooks and teacher's guides in traditional ways. This project developed a prototype unit which used an alternative approach to…

This paper reports an action study of conceptual change in mechanics using an instructional strategy based on a constructivist view of learning. The aims of the study were to determine: (1) what effect the instructional strategy had on achieving conceptual change; (2) what devices or strategies students used in their attempts to understand…

Speculative philosophical methodology was used to generate ideas about ways science teachers might help students recognize and unlearn erroneous notions about science and replace them with sound new science concepts without lessening students' intellectual self-confidence or alienating their receptivity to further science learning. The research…

A research study designed to measure understanding of economic terms among 13- and 14-year olds is summarized. For purposes of the study, two tests were constructed: a 10-item questionnaire focusing on definitions of words such as banking, production, costs, money, and wealth, and a compilation of drawings and photographs developed to reflect…

The Learning in Science Project established that children from a young age construct out of their everyday experiences views which they use to explain their world and that these views are remarkably resistant to replacement by scientifically more useful views. Although science lessons tend to be based upon activities which are designed by teachers…