This research aims to investigate the influence of conceptual change texts on students' understanding and misconceptions related to the subject of alkenes. For this, nine conceptual change texts were developed by considering students' misconceptions and learning difficulties regarding alkenes. The participants of this study consist of 63 second…

Presents a study designed to test the effectiveness of a constructivist-historical teaching strategy in changing students' misconceptions about the earth's shape and gravity at the upper elementary and middle school levels. Contains 27 references. (DDR)

This paper describes the rule-assessment approach to cognitive development. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Research using the rule-assessment approach is summarized in terms of eight conclusions, each illustrated with empirical examples.…

Constructs case studies of individuals to explore the way conceptions change over time, and the difficulties presented by the concept of atmospheric pressure. Evaluates different structural theories of conceptual change. Contains 62 references. (DDR)

Provides an overview of research on transfer, highlighting its main tenets. Looks at interviews of two grade 5 students learning about mathematical concepts regarding operations on positive and negative quantities. Focuses on how their learning is influenced by prior knowledge and experience. (Author/MM)

Thirty fifth-grade students participated in a study designed to describe the social interactions of ability-grouped dyads as they construct knowledge of balance concepts to elucidate the relationship between interactions and conceptual growth. Results revealed that high achieving students effectively used prior experiences and maintained focus on…

Describes a study which concluded that, to restructure the mathematics curriculum, modification of existing teaching practices is required. Recommends that practices be modified to enable students to construct effective knowledge bases and become active learners. Contains 38 references. (DDR)

Finds that children are naturally generative in their construction of explanations but that they use conceptions in quite complex and fluid ways. Argues that naive conceptions maintain a valuable function. Contains 43 references. (DDR)

Four third-grade and three fourth-grade students received individualized instruction on addition and subtraction of fractions for three weeks. Students overgeneralized the meanings of symbolic representations for whole numbers to fractions and vice versa. (MKR)

Describes two experiments that investigated the effects of two thematic retrieval cues on the types of information recalled from short stories by elementary school children and adults. Shows adults and fourth graders, but not younger children, spontaneously generated thematic retrieval plans which enabled them to remember information from both…

Compares kindergartners' and third and sixth graders' understanding of an illusion reported by the philosopher John Locke, in which two hands simultaneously experience two different temperatures from a container of water at one temperature. (HOD)

This report opens with a review of how two structured interview protocols that identify the nature and scope of children's science-related activities outside of school were developed. The interview procedures are known as Community and Home Activities Related To Technology and Science (CHARTS) with the preschool version known as CHARTS/PS and…

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.…

Children who come to school without numerical game-playing experience have trouble with math relationships in direct-instruction situations. This article explores the varied roles of active thinking, social interaction, previous knowledge, and child-initiated choice in children's development of math concepts. Self-esteem cannot be built by doing…

Argues that inventions are of the utmost importance in knowledge development, and that conventions play an important role in inventions by providing support for their development. This position borrows from Piaget's perspective regarding figurative and operative aspects of thought. Contains 22 references. (DDR)