Discusses a well-known optical refraction problem where the depth of an object in a liquid is determined. Proposes that many texts incorrectly solve the problem. Provides theory, equations, and diagrams. (MVL)

Presents hands-on activities to teach about the causes and consequences of strokes. (YDS)

This paper identifies several areas of database modeling and design that have been problematic for students and even are likely to confuse faculty. Major contributing factors are the lack of clarity and inaccuracies that persist in the presentation of some basic database concepts in textbooks. The paper analyzes the problems and discusses ways to…

The Rule Space Model, a cognitive error diagnostic methodology, is discussed, and the philosophy behind it is related to the question of what really determines item response curves. The Rule Space approach integrates Item Response Theory and the algebraic theory of databases. An application of Graph Theory is introduced as a way to acquire a list…

Explores how a set of possible student misconceptions about solving a complex problem can be used in computer-based intelligent tutoring systems and in computer-based exercise and test generation. Topics discussed include expert systems, misconception covers, discrimination trees, methods of acquiring the set of misconceptions, and protocol…

Investigates the relationship between traditional physics textbook problem solving and conceptual understanding. Reports that students had many of the well-known conceptual difficulties with basic mechanics and that there was little correlation between the number of problems solved and conceptual understanding. (Contains 21 references.)…

Investigation of (n=101) 17- to 18-year-old students' responses to a task relating to Boyle's Law for gases found that 34% to 38% of students did not understand the concepts of volume and mass, respectively, of a gas under the given circumstances. (Author/MKR)

Presents correct solutions to an osmosis problem of two high school science students who relied on inaccurate and inappropriate conceptual knowledge. Identifies characteristics of the problem solvers, salient properties of the problem that could contribute to the problem misrepresentation, and spurious correct answers. (27 references) (Author/MKR)

Educators can encourage students to question popular misconceptions about population growth. Identifies and counters 16 population myths based on unverifiable or imaginary relationships. Discusses interventions that have been shown to rapidly bring about reductions in desired family size and actual fertility. (LZ)

Except for its relationship to science, mathematics is the forgotten cousin in interdisciplinary teaching and learning. In the Journeys in Mathematics project, teachers engage children in imaginative activities that inspire them to identify patterns and relationships, solve problems, and communicate accurately, using Jonathan Swift's…

Assesses the subject-matter competence in physics of inservice junior secondary science teachers in Hong Kong. Concludes that teachers lack subject-area knowledge. Discusses general implications for educational improvement. Contains 41 references. (DDR)

Investigates reasoning strategies students use in solving stoichiometric problems and explores the relation between these strategies and alternative conceptions, prior knowledge, and cognitive variables. Results show how stoichiometric relations produce conflicting situations for students leading to conceptual misunderstanding of certain concepts.…

Frictional force is a source of misconceptions among students, as teachers know from daily experience. This is confirmed by many studies carried out by investigators from all over the world. Surprisingly (or perhaps not), we have found some of these misconceptions among physics school teachers and senior students of physics education courses…

The effectiveness of alternative programs requires an understanding of both research and practice. Essential components of alternative educational programs must include opportunities to build and foster resilience in our youth. Program elements must be reflective of the quality and standards mandated by the "No Child Left Behind Act of…

This present study investigated engineering students' conceptions and misconceptions related to derivative, particularly interpreting the graph of a function and constructing its derivative graph. Participants were 147 first year engineering students from four universities enrolled in first year undergraduate calculus courses with or without the…