Argues for an approach to conceptual-change instruction that places students' science conceptions and their ability to reflect on those conceptions at the center of science instruction. Focuses on the effect of using status concepts. Contains 24 references. (DDR)

Explores common schemes used by Spanish 10-12th grade students in concrete and abstract contextual situations to explain the internal structure of metals, the causes of electric conduction of metals, and the nature of this current. Concludes that students' conceptions change progressively as they are exposed to additional relevant information in…

Offers a critique of constructivism in science education that is an attempt to define and identify not only the weaknesses, but also the successes of constructivism. Proposes that an alternative of modest realism offers not only a better representation of the practice of science, but additionally some value in determining issues of pedagogy.…

Argues that, by not considering examples drawn from students' everyday lives, a teacher is detracting from science itself. A challenge is made to Conceptual Change Learning Model advocates and users to embrace the idea of conceptual fitting based upon context as well as conceptual change when considering how students learn. (ZWH)

Reviews four hypotheses about learning: Comenius's transmission-reception theory, information processing theory, Gestalt theory, and Piagetian theory. Uses the categories preunderstanding, conceptual change, and learning processes to classify and assess investigations on learning processes. (PR)

Describes a theoretical frame for understanding cognitive development to outline the planning and performance of a unit on electrostatics. Analyzes a female student's learning process and the development of the complexity of her cognitive skills. (PR)

Describes how Mexican-American language-minority students construct biology concept meanings based on extant linguistic skills. Provides an instructional activity that engages students in constructing meanings through mediational means. Contains 35 references. (DDR)

Focuses on one target group of seventh-grade science students (N=19) who are working to achieve consensus and a coherent explanation of light and shadow effects. Articulates the beginnings of a framework for consensus building with inquiry discourse. Contains 41 references. (DDR)

Describes a study that examined changes in the structural complexity of knowledge held by two groups of introductory college-level biology students (N=68, N=93). The subjects constructed concept maps at four-week intervals throughout the instructional term. Contains 49 references. (DDR)

Discusses (1) the need for teachers to understand student conceptions; (2) alternative conceptions that students formulate; (3) changing conceptions; (4) representing conceptual knowledge for studying conceptual change; (5) strategies for inducing change; and (6) a taxonomy of conceptual change. (Contains 61 references.) (MDH)

Explores the interaction between scientific epistemological beliefs and learning orientations in a group of Taiwanese eighth-grade students. Suggests the importance of employing a constructivist philosophy in the classroom. Contains 55 references. (DDR)

Investigated primary school children's scientific understanding and the conceptual change that occurs when using an interactive approach to teaching science. Discourse analysis of classroom conversations indicated three different types of teacher-child and child-child interactions. (Contains 53 references.) (MDH)

Evaluates the effectiveness of a course using a constructivist approach in reducing Dutch secondary school students (n=190) misconceptions about force. Concluded that the lessons were effective in changing students' ideas in regard to forces in rest situations and frictional forces and that learning effects were equally distributed over student…

Illustrates how the sophistication of students' discussion on controversial issues can be increased by explicit attention to (1) the defensibility of more than one position, and (2) the relationship between protagonist's interests and the positions adopted. Presents a case study of a teacher using this scheme as he reflects on and modifies his…

This summary of research developed by the ERIC Clearinghouse for Science, Mathematics, and Environmental Education contains two main sections: Research on Teaching and Research on Learning. The first section contains subsections on Curriculum and Instruction, Science Teacher Education. Curriculum and Instruction, Cognition and Achievement, and…