The research orientation of the Department of technics, Faculty of Education, University of Hradec Kralove focuses on finding new ways for development of polytechnic and science education. The research is motivated by the fact that children's interest in technical and science subjects is decreasing in recent years in the Czech Republic. The…

Begins with a description of the research paradigm and the theoretical perspective. The following two sections are a consideration of some points from the literature and a description of the evolution of a genetic decomposition of the limit concept. Concludes with some suggestions for instruction that relate to how the limit concept can be…

Describes a study with the main objective of constructing models based on strategies students use to solve chemistry problems and to show that these models form sequences of progressive transitions termed "problemshifts" that increase the explanatory/heuristic power of the model. Results implies that the relationship between algorithmic…

Presents a model of the hierarchy or gradations of a student's knowledge of things and the words that signify them, ordering these variations in terms of difficulty. Offers strategies for matching vocabulary instruction to student's prior knowledge, promoting natural growth in meaning vocabulary, lifelong vocabulary learning, and teaching specific…

Presents a project for modeling cellular ultrastructure for 14-17 year old students that helps to develop concepts of measurement and scaling in addition to supporting student understanding of cell biology. (Author/YDS)

Models and diagrams are described that demonstrate certain geometrical theorems and relationships. The use of models is suggested as preceding the more formal proof. (MP)

Suggests the use of an analogy to resolve the puzzle of the lost energy when two capacitors are joined together. Uses the concept of water flowing between two tanks. (DDR)

A formulation of the adolescent as theorist is offered as a means of entry to the scientific constitution of the adolescent as a practitioner of world building. The adolescent uses the same available resources and does the same sense-making work as any competent member in a culture. (Author/PN)

Describes the use of analogies to explain scientific concepts. Presents the teaching-with-analogies model. (JRH)

The present paper aims at a cross-validation of two theoretical constructs (the construct of cognitive preferences and the logical/associative model of a concept) that have been used as nonroutine measures of student assessment and curriculum evaluation. (BW)

Discusses a study designed to investigate pupils' conceptions about fluids and particularly liquids in equilibrium, with reference to the concept of pressure. Based upon the results obtained, several mental models of how pupils understand liquids in equilibrium were proposed. (ZWH)

Explores dynamic modeling as an opportunity for students to think about the science content they are learning. Concludes that creating dynamic models has great potential for use in classrooms to engage students in analysis, relational reasoning, and synthesis. Contains 21 references. (DDR)

Many students of chemistry demonstrate alternative conceptions about some fundamental aspects of chemistry. Suggests that research evidence provides strong support for this view. Contains 45 references. (DDR)

Explores how the apparent loss of energy in inelastic collisions may be understood by considering a simple model of two rigid balls connected by a spring. Includes a numerical simulation of this and an extension to include Newton's Cradle. (DDR)

Argues for an expanded role for the concept of emergent levels in science education. Cites confusion of levels and slippage between levels as the source of many people's misunderstandings about patterns and phenomena. Contains 35 references. (DDR)