Explores the successive and progressive changes in the structural complexity and propositional validity of knowledge held by students enrolled in an advanced undergraduate university-level biology course. Finds that in general, a significant amount of weak restructuring occurs and that the most radical type of strong restructuring occurs during…

Examines the validity of claims that concept maps measure an important aspect of students' knowledge structures. Provides a working definition of concept mapping and a brief theoretical background, characterizes concept maps as a potential assessment in science, reviews empirical evidence on the reliability and validity of various concept mapping…

Like any apparently novel approach to the basic epistemological problems of "knowledge," the constructivist ideas that have spread in the last 20 years continue to generate a host of negative as well as a few positive reactions. This document focuses on some aspects of Radical Constructivism, as distinct from "trivial"…

During the last decades, an increasing awareness has developed that humankind will have to make important decisions about the environment which will demand substantive knowledge of critical ecological phenomena such as the production and decomposition of biomass (World Commission on Environment and Development, 1987). As a biology teacher the…

Children's ideas about radiation and radioactivity are reviewed and several common areas of misunderstanding are identified. An approach to teaching the topic at the secondary school level which seeks to specifically address known difficulties is outlined. (CW)

This research used semistructured interviews to investigate students' (n=32) understanding of electrochemistry following a 7-9 week course of instruction. Three misconceptions were identified and incorporated with five previously reported into an alternative framework about electric current involving drifting electrons. Also noted was the tendency…

Presented are the results of a study of high school and college students concerning their thinking about functions of the human body. It was shown that students' thinking could be positively changed over the short term from teleologic to mechanistic. Sample survey questions are included. (CW)

Describes a study that used the ordered-tree technique to investigate knowledge change across the first semester of a college course in organic chemistry. Finds that over the course of the semester, students' knowledge trees became more similar to those of their professors. Discusses possible assessment uses for the ordered-tree technique.…

This project addressed the question: What knowledge and processes enable individuals to construct and modify representations of novel, nonroutine problems? The theoretical goal was to extend the information-processing theory of problem solving to include processes that have been characterized as restructuring of problems and productive thinking by…

Examined the feasibility of using two microcomputer simulations to improve preservice elementary teachers performance in the formation and testing of hypotheses. Considers the effects of mode of computer instruction and cooperation on the acquisition of skills. (CW)

Described is the discovery that oscillations of electric potential at 40 hertz hold the key to how the brain assembles sense impressions into a single object. Potential implications from this research are discussed. (CW)

Word associations were used to map high school students' concepts of "chemical equilibrium" and "equilibrium." It was found that the preconception of the two concepts was differentiated on noncritical dimensions. (Author/CW)

Describes an application of methodology based on the Information Integration Theory to study intuitive mastery by 13-14 year-olds of Archimedes' Effect in physics. (Author/YP)

Focuses on cognitive and affective changes that occurred in one student during the study of heat and temperature. Initially the student's conceptual framework was undifferentiated with regard to heat and temperature; however, course activities and concomitant use of concept substitution helped the student differentiate these concepts and integrate…

Presents evidence indicating that spontaneously generated analogies can play a significant role in expert problem solving. Focuses on an evaluation strategy known as bridging that has been observed in solutions to both science and mathematics problems. Contains 23 references. (DDR)