Focuses on the overgeneralization of the linear model--the so-called illusion of linearity. Reports on two follow-up studies investigating the effects of problem presentation and formulation on the strength of the illusion of linearity. Shows that including visual scaffolds and making comparison problems has a positive effect on students' ability…

Focuses on the provision of meaningful counterintuitive experimental evidence for students while taking into account the relations of theory, instruments, and experimental data. Discusses the use of experiments designed to test pupils' conceptual framework during the teaching of introductory electricity. (JRH)

Two questionnaires were given to 38 students (16-18 year olds), in which they were asked to classify a list of different conceptual entities by several ontological features. The results suggest the form of a fundamental "ontological space" and locate some scientific concepts in this space. (Author)

Analyzes students' main difficulties in learning the concept of electric field. Briefly describes the main conceptual profiles within which electric interactions can be interpreted and concludes that most students have difficulty using the idea of electric field. Contains 28 references. (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)

Contemporary researchers often refer to the information processing paradigm to exlain the relative ineffectiveness of contemporary instructional techniques for modifying incorrect scientific concepts that students often bring to a learning situation. As a result of this research, instructional procedures have been developed that maximize the…

Reports on four models that show a possible pattern of progression that may be related to individual acquisition of conceptual knowledge about electricity. Contains 45 references. (DDR)

Outlines problems students have with understanding the abstract concept of chemical bonding as revealed in previous research. Describes the development of a two-tier multiple-choice diagnostic instrument for assessing alternative conceptions about chemical bonding held by 14-16 year olds. Discusses the instrument and its findings for a group of…

Reports on a study designed to investigate secondary school students' misconceptions of conservation principles and fields. Results indicate that misconceptions appear to persist and that students were unable to transfer knowledge readily. Also teachers appear not to be fully aware of students' misconceptions. (ML)

Analyzes the cognitive processes and kinds of knowledge needed to work in a scientific domain like physics. Discusses the processes needed to interpret scientific concepts, uses of quantitative and qualitative descriptions, hierarchical ways of organizing scientific knowledge, and processes facilitating problem solving. Describes the use of these…

Using a paper-and-pencil test consisting of multiple-choice situational questions which also require reasoning for the choices made, common misconceptions in light were identified. It was found that most of the students understand the basic properties of light at a knowledge level but had difficulty applying these concepts in novel situations.…

Presents research findings related to students' intuitive ideas about the concepts of chance to inform teachers how students form their concepts of probability and statistics. Discusses adolescents' conceptions of uncertainty, judgmental heuristics in making estimates of event likelihood, the conjunction fallacy, the outcome approach, attempts to…

The consistency, if any, with which force concepts are used by individual students in different, but closely related, contexts was investigated. A total of 534 university and high school students were tested to elicit their beliefs about the forces acting on various objects. Students' beliefs about the forces acting on objects at rest and in…

Reviews research indicating that students' cognitive models hold random events to be equiprobable Examined 87 students between the ages of 15 and 17 to determine whether masking a random event using geometric figures would affect the students' view of the event as equiprobable. Results indicated that masking overcame the equiprobable bias of the…

Analyzes a teaching episode to determine how a conflict is perceived and overcome by students as a result of verbal interaction between the teacher and the students. Discusses the particulate nature of matter with students aged 15-16 after observing a glass of water containing a rock and an ice cube. (Contains 25 references.) (Author/YDS)