Interference of irrelevant salient variables may cause difficulties for students. This study focused on eye tracking during the comparison of perimeters task, in which area is the interfering irrelevant salient variable. There were three trial types: congruent (larger area-larger perimeter), incongruent inverse (larger area-smaller perimeter), and…

Many students encounter difficulties in science and mathematics. Earlier research suggested that although intuitions are often needed to gain new ideas and concepts and to solve problems in science and mathematics, some of students' difficulties could stem from the interference of intuitive reasoning. The literature suggests that overcoming…

In their work in science and mathematics education, the authors have observed that students intuitively react in similar ways to a wide variety of scientific tasks. These tasks differ with regard to their content area and/or to the reasoning required for their solution, but share some common, external features. We have identified three types of…

Research in science and mathematics education has indicated that students often use inappropriate models for solving problems because they tend to mentally represent a problem according to surface features instead of referring to scientific concepts and features. The objective of the study reported in this paper was to determine whether 34 Israeli…

A study was conducted in Israel to determine effects of external similarity in problem structure on students' responses. Fifty students from each of the 7th, 8th, 10th, and 12th grade levels were presented with three problems involving successive divisions that were similar in structure. The problems asked separately whether the processes of…

From a study of students in 7th through 12th grade it was concluded that salient external features of the problems, as well as factors related to the solver largely influence students' responses to the problems. The theoretical framework, however, is not the most influential factor in determining students' responses to the problems. (PR)

Describes a study which was designed to determine the effect of a 25-hour introductory qualitative analysis course on high school students' understanding of formal concepts related to electrolytes. Suggests that introductory concrete experiences better prepare students to deal with more formal abstract concepts. (TW)

Describes two intuitive rules underlying students' conceptions in mathematics and science that are not always compatible with usually accepted scientific ideas. The intuitive rules are: "More of A, more of B" and "Subdivision processes can always be repeated." In teacher education, it is important to raise instructors'…

Reports a study to examine secondary school students' (n=200) responses to two figurally and spatially similar problems from mathematics and science that require different responses before and after instruction. Results indicated that most students gave the same response to both questions. Reasons for this pattern are discussed. (MDH)