Argues that inventions are of the utmost importance in knowledge development, and that conventions play an important role in inventions by providing support for their development. This position borrows from Piaget's perspective regarding figurative and operative aspects of thought. Contains 22 references. (DDR)

Examines two prominent positions in the epistemological foundations of psychology--Piaget's causal explanatory claims and Vygotsky's interpretive understanding; contends that they need to be placed in their wider philosophical contexts. Argues that the danger of causally explaining cultural practices through which human beings construct and…

Presents to second graders the concept of an n-gon, characterized by a commutative diagram which is composed of four ways of judging a given figure. Observes that some children gave persuading arguments containing a critical idea and the concept formation corresponding to a structure-preserved transformation in the diagram. (AIM)

Describes a simple activity that explores and reveals the principles of significant figures and scientific notation using a 500 gram bag of unpopped popcorn. Students must devise a method for determining the number of kernels in the bag. (DDR)

Presents a classroom activity that tests students' parapsychological powers and can demonstrate a number of methods of science, including the processes of formulating a hypothesis and rigorously subjecting the hypothesis to testing. (DDR)

Describes a study providing evidence of how students' talk and writing about the nature of science differs depending on the particular scientific topic under discussion. Describes the relationship between theory and evidence, warrants for belief, and nature of observation. (Contains 25 references.) (Author/YDS)

Explores how educational experience organized around students' use of a world wide web (WWW)-controllable atomic force microscope (AFM) influenced student understanding of viruses. Conducts a unit on viruses for two high school biology classes, which incorporated the use of WWW-controllable AFM. Suggests that the use of this technology as a tool…

Describes a scientific investigation of sexual dimorphism with regard to chela size in crayfish in which students utilize the skills, tools, and techniques associated with the formulation and testing of scientific hypotheses. Indicates that students find the investigation effective in aiding their understanding of fundamental aspects of scientific…

Investigates the effects of computer-assisted instruction (CAI) using molecular-level animation and worksheets upon student achievement, conceptual understanding, and learning motivation. Administers the Patterns of Adaptive Learning Survey (PALS) as a covariate in the study. (Contains 19 references.) (Author/YDS)

Investigates uses of interactive geometry software to enhance students' understanding and reasoning about two-dimensional shapes. Describes basic principles that underlie high-quality geometry instruction. Presents examples that illustrate how appropriate use of dynamic software can enhance students' geometric reasoning. (KHR)

Informs teachers about using concept maps as a learning tool and alternative assessment tools in education. Presents research results of how students might use concept maps to communicate their cognitive structure. (Author/KHR)

Described is a collaborative study between a Year 11 physics teacher and 3 university personnel designed to identify and document the manner in which content knowledge was transmitted in the classroom by the teacher and how this knowledge was acquired by students. The role of the textbook is discussed. (KR)

Responses from faculty from 82 percent of medical schools surveyed indicated agreement between the basic science teachers and clinical teachers on the relative importance of a set of biomedical concepts, and showed relatively minor levels of disagreement on how difficult these concepts are. (Author/MLW)

Described is the relative complexity of commonly used diagrams in science instruction. Student interpretations of diagrams, implications for science instruction and the prevention of science misconceptions is discussed. (CW)

Described are the results of interviews of students regarding the concepts of "forced" and "natural" motion. Aristolean-like beliefs have been found to persist in students even though these views differ from orthodox physics views. (KR)