To examine how conceptual knowledge about fraction magnitudes changes as students' learning progresses, 5th and 7th-grade students were asked to solve fraction magnitude problems that entailed finding a fraction between two given fractions and then to evaluate solutions for similar problems that were modeled for them. When the given fractions…

This conceptual framework is grounded in the data analysis of transcribed interviews with 50 Ontario teachers and the text of a 7-month online discussion group among 25 principals from England, Ireland, Canada, United States, Australia, and New Zealand. Both methods were employed with the stated purpose of understanding emotional experiences of…

This paper suggests that the systems of representations that we use in mathematics have a cultural origin and concludes that the knowledge produced with the help of these systems of representation likewise has a cultural origin. This assertion forces a reformulation of the issue of objectivity in terms that differ from those inherited from…

Cognitive Scaffolding is what a teacher does when working with a student to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts. As a psychological construct, it refers to the interaction between the knowledge and skills of teacher and student. A computer, textbook, or laboratory materials may serve as…

Aims to quantify the models that 13- and 14 year-old students hold about the causes of the greenhouse effect and ozone layer depletion. Assesses the prevalence of those ideas that link the two phenomena. Twice as many students think that holes in the ozone layer cause the greenhouse effect than think the greenhouse effect causes ozone depletion.…

Examined children's ability to settle causal relations and their capacity to make conclusions based on certain experiences and representations. Found that preschool children have a solid explanatory basis for their everyday life, within which facts are not generally accepted but are interpreted through a certain "logic," and the motives…

Describes the use of concept maps as a metacognitive tool to help chemistry teachers and learners improve teaching and learning. Concept maps were used in response to changes in the conceptions of the nature of scientific knowledge and in how learning occurs. Concept maps are valuable in documenting and exploring the restructuring of conceptual…

Describes a novel modeling and simulation package and assesses its impact on students' understanding of chemistry. Connected Chemistry was implemented inside the NetLogo modeling environment. Using Connected Chemistry, students employed problem -solving techniques characterized by stronger attempts at conceptual understanding and logical…

Two experiments compared 10-year-olds' and adults' ability to choose positive and negative diagnostic tests over positive and negative nondiagnostic tests. Findings indicated that both age groups were more likely to prefer positive diagnostic tests over positive nondiagnostic tests, although only adults showed a significant preference for negative…

Identifies cognitive strategies used during the categorization of qualitative data and investigates how various factors may be related to the testimonial validity of the categories. Essay writers ranked sets of categories in terms of overall quality and rated them while thinking aloud. Think-aloud protocols for the "best" and…

Cognitive simulations are runnable computer programs for modeling human cognitive activities. A case study is reported where expert systems were used as a formalism for modeling metacognitive processes in a seminar. Building cognitive simulations engages intensive introspection, ownership and meaning making in learners who build them. (Author/AEF)

Reports research that examines children's models of seed. Explores the conceptions held by children (N=75) of germination and seed formation. Concludes that children hold a restricted meaning for the term 'seed'. (DDR)

Identifies certain conceptions regarding the science content studied by students aged 9-11 years and develops a strategy for altering these conceptions. Reviews research on misconceptions and defines action research. (DDR)

Discussed is a common error made by students in judging the distribution of the magnetic field of a circular loop along its diameter. Qualitative and quantitative explanations of the magnetic field distribution are presented. (CW)

Explored is young children's ability to estimate set sizes and use reference points such as 10. Results indicated that many children could accurately place sets somewhat smaller than a reference point but had difficulty placing sets somewhat larger than a reference point. (CW)