Analyzes the validity and reliability of the evidence from children's ideas from a constructivist viewpoint and proposes a guiding set of methodological principles for the generation and evaluation of evidence. Uses the guiding principles to make a critical analysis of some well-known research studies in the field of chemistry. Contains 33…

Examines the reasoning behind views of atoms and molecules held by students (n=48) and investigates how mental models may assist or hamper further instruction in chemistry. Reports that students prefer models of atoms and molecules that depict them as discrete, concrete structures. Recommends that teachers develop student modeling skills and…

Focuses on learning difficulties in procedural knowledge, and assesses the procedural difficulties of grade 12 and first- and third-year university students based on common sense reasoning in two areas of chemistry--chemical equilibrium and geometry, and polarity of molecules. (Contains 55 references.) (Author/YDS)

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)

Provides a detailed account of the significant components of Sister M. Gertrude Hennessey's instruction for conceptual change learning in an elementary science classroom. Discusses the implications of this case study for the practices of other teachers. Contains 40 references. (Author/WRM)

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)

Summarizes a complex study of a science-teacher-education program whose goal was to graduate teachers who held conceptual change conceptions of teaching science and were disposed to put hem into practice. Concludes that there are influences on prospective teachers from their content coursework that have significant implications for how they view…

Introduces an issue that details a complex study of a science-teacher-education program whose goal was to graduate teachers who held conceptual change conceptions of teaching science and were disposed to put them into practice. Presents a conceptual framework for science-teacher education, and describes the context and major questions of the…

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…