This project focused on encouraging instructors at large universities to take advantage of the curricular materials and computer tools developed for two related programs funded originally by FIPSE. In particular, it involved reworking and integrating materials developed for the previously funded Workshop Physics and Tools for Scientific Thinking…

This study compares the effects of two models of vocabulary instruction: (1) the integrated graphic organizer/discussion model; and (2) the definition-only model on the mathematical vocabulary use of fourth grade students. The integrated model combines a modified Concept of Definition (CD) graphic organizer with the Frayer discussion model. The…

The knowledge that students bring to the classroom has been a well-studied domain. The types of knowledge studied have included content knowledge as well as epistemological beliefs that students hold. This study focuses specifically on preservice elementary education students' understanding of science and science learning as a meaning-making…

Through dramatic play, children are free to use their imaginations to explore where their abilities can take them, and to experience feelings of control, power, and mastery. By building on their natural play experiences, students can begin to understand the true meaning of heroism and how they might start to develop heroic characteristics in…

This paper reports data collected during the first year of the Understandings of Consequence Project. This project explores how mismatched models of causality, instances when students' assumptions about how causes and effects behave significantly depart from scientific ones, may generate and/or exacerbate difficulties in achieving scientific…

This paper describes the changes K-8 teachers made in their conceptions of science, teaching, and learning as they participated in a year-long professional development program. The program was based on principles reflected in the national science education reform initiatives, and focused on the role of teachers as decision makers in promoting…

Describes a reading assessment technique (different from most reading level evaluations) involving identification of the concepts for study, categorizing the statements about the concept, and analysis both within and between texts. Analysis allows teacher to make judgments relating to convenient order of concepts, rate of development, and…

Examined students' conceptions of the words "force" and "energy" using the interview-about-instances approach. Implications for science instruction and instructional strategies are discussed based on findings that many students have views of these concepts that are different from accepted scientific views. (JN)

Discusses the nature of naive conceptions and the influence of these conceptions on students' interpretations of instructional events. Also discusses implications of this research for designing instruction to facilitate the reconciliation of naive conceptions with scientific theories. (JN)

Assessed Nussbaum's developmental model (SE 024 045) using a new sample given no special instructions in spherical earth/gravity concepts. Also identified distribution of notions among students (N=159 in grades three to eight), compared distribution of notions at each age level with those in other studies, and explored role of individual…

Effect of science instruction on young children's (N=64) concept of Piagetian physical causality was investigated. Results indicate, that pre/concrete-operational children can learn and apply a definition of living when that definition is taught through observable characteristics. Additional results and implications for elementary science…

Tested Ausubel/Novak hypothesis that primary grade students can learn meaningfully certain aspects of science concepts in the "reception learning" model. Revised audio-tutorial instruction unit on earth based on understanding children's misconceptions; assessed impact of revised units with second graders; and compared results to concept…

Indicates that while middle-class preschool children may not have fully developed concepts of linguistic terms used in an instructional setting and may not be able to indicate word-by-word matching of spoken and written words, they do have a functional concept for the purpose of reading and writing. (FL)

Examines congruence between science content structure of instructional materials and students' structural representations before and after science instruction. Eighth-grade science students (N=30) were given concept-structuring tasks before and after studying instructional materials to assess changes in student structural representations.…

A set of immediate memory-span tests, concept- and rule-learning tasks, and an IQ test were administered to adolescents. A color-form memory factor and IQ substantially predicted rule-learning proficiency. Effects of memory aids appeared to induce conceptual rules and serve as a base for rehearsing information. (Author/RD)