Reports research that investigates the encoding that students use to develop molecular models at the undergraduate level. Focuses on the translation between symbolic and subatomic representations of molecules. (Contains 31 references.) (DDR)

Explores how students' epistemological ideas about the nature of science interact with their conceptual understanding of a particular domain as reflected in written explanations for an event of natural selection constructed by groups of high school students through a technology-supported curriculum on evolution. Highlights the need for an…

Reflects upon the nature of theory-driven computer assisted second language learning (CALL), particularly as it relates to the courseware development process. The study examines the implications for theory-driven CALL as well as the concept of "fit" between the theoretical framework or pedagogy and the computer's capabilities. The study addresses…

Describes a school's successful experiences with testing and evaluating the collaborative effort of a parental involvement program. (Author/KHR)

Presents part of a project that introduces a sufficient, simple, and relevant teaching approach to quantum mechanics into in-/pre-service teacher education and provides teachers with the indispensable scientific knowledge and epistemological base needed for reform in science education. (Contains 54 references.) (Author/YDS)

Effects of author-generated and learner-generated elaborations on subjects' abilities to recall, classify, and apply conceptual knowledge were compared for 94 college undergraduates studying a passage on psychological concepts. Author-generated elaborations and specific elaboration activities produced superior effects in comparison with…

Discusses the question of aptitude from within an information-processing perspective, examines how aptitude is conceptualized in this framework, and discusses one possible component of L2 aptitude: working memory. (56 references) (Author/CK)

The uses that chemistry students (undergraduates, postgraduate, and trainee teachers) make of analog models when relating equations to projects were identified. Although only a restricted use of such models were found, and for none of the reasons valued by practicing chemists, patterns were identified. The implications for chemical education at…

Presents research findings and suggestions on how children learn to categorize shapes. Discusses specific ways to present developmentally appropriate activities designed to enhance children's understanding of basic shapes. Contains 12 references. (ASK)

Presents results of an exam designed to uncover misconceptions about molecular shape and bonding based on the VSEPR model. Results are reported for high school students, beginning and advanced undergraduate students, beginning and advanced graduate students, and college-chemistry faculty. Finds that students seem to acquire both recall and…

Correlates the kinds of strategies associated with a deep approach to learning science. Analyzes the interactions of two groups of grade 8 students while they were engaged in hands-on science activities during instruction in a chemistry unit. Focuses on two students who showed a deep approach to learning. (Contains 47 references.) (Author/YDS)

Discusses problems that educators face in attempting to emphasize high-level cognitive skills in their curriculum. Identifies four elements of informal learning that guide the creation of these skills, through a comparison of the characteristics of formal and informal learning environments. Notes benefits for development of students' conceptual…

Describes a qualitative study of a community college American history survey course using constructivist teaching, wherein all learning is filtered through the learner's lens of reality. Reports that one implication of the study was that applied constructivism may result in a more holistic approach to teaching and learning. (AUTH/NB)

This study explored the relationship between conceptual level, a social cognitive variable, and second language communicative competence. The subjects were female secondary school students in five second-year French classes. The research hypotheses stated that conceptual level was related to the development of communicative competence while…

Difficulty in comprehending mathematical concepts is a consequence of the system of knowledge acquisition prevailing in schools, and more specifically, of the typical pattern of classroom interaction. In the common task-setting/task-solving pattern, the teacher divides the subject matter into segments. Students are involved interactively in…