Error in science is a prime occasion to teach the nature of science, especially the central feature of tentativeness. Error types also reflect corresponding methodologies of science, critical for practicing science and (in a context of scientific literacy) analyzing its claims. Effective efforts in teaching about error will ideally be informed by…

Forty-six students enrolled in a high school physics course participated in a study designed to portray student views on, and understanding of, collaborative concept mapping. Students demonstrated a good understanding of concept maps and emphasized their usefulness as a learning tool. (56 references) (ZWH)

Reports on part of a larger study of how 11- and 12-year-old students construct knowledge of electricity and magnetism by drawing on aspects of their experiences during the course of a school visit to an interactive science museum and subsequent classroom activities linked to the science museum exhibits. (Contains 24 references.) (Author/YDS)

Reports results of metanalysis of 19 studies on concept mapping (CM) in science instruction. Results showed CM has positive effects on student achievement and attitudes. Differences in achievement depended on science content class, with biology being most favored. Smaller differences in achievement were found when CM groups were compared to a…

Describes the practice of concept mapping, the student-student and student-teacher interactions, and cognitive activity occurring in participants. Authors conclude that concept mapping is an excellent activity that allows students to engage in extended science discourse. The maps provide students with a means to learn the language patterns of…

Investigated use of concept and Vee-mapping strategies with regular seventh- and eighth-grade science students (N=155), focusing on changes in student acquisition of science knowledge and problem-solving performance. Includes methods of teaching Vee mapping, evaluating the maps, anectdotal records of Piagetian clinical interviews, findings, and…

Concept maps and structured/clinical interviews were completed by 25 fourth graders and 25 college freshmen to determine knowledge of the human circulatory system. Students (N=945) at various levels were then measured for misconception frequencies. Student preconceptions appear to be tenacious, but confrontation strategies may assist fundamental…

Outlines some strategies used by science teacher educators to train teachers to make laboratory lessons a place for meaningful and useful learning, including content analysis of laboratory manuals, scientific inquiry, flexible organization, concept mapping, Vee heuristics, and inquiry oriented laboratory tests. (YP)