Examines the evidence proffered by Arrhenius, van't Hoff, and Ostwald in favor of the theory of electrolytic dissociation and outlines objections raised by Armstrong, Fitzgerald, and Pickering. Discusses the implication of the controversy revolving around the nature of chemistry in relation to the teaching and learning of chemistry. (KHR)

Reports on the processes and outcomes of practices in a preservice elementary science methods course designed to fathom existing student perceptions of the nature of science and move students from holding individually constructed, typically limited views on the nature of science towards more rich, publicly negotiated views. Uses an…

Points out the effectiveness of student-generated examples as a teaching tool. Examines the roles played by examples constructed and generated by students, illustrates and analyzes the use of this tool, and develops a theory for the act of exemplification as an act of cognition. Introduces a framework developed for this work. (Contains 39…

Explores the effects of Roundhouse diagram construction on a previously low-performing middle school science student's struggles to understand abstract science concepts and principles. Based on a metacognition-based visual learning model, aims to elucidate the process by which Roundhouse diagramming helps learners bootstrap their current…

Explores elementary children's ideas about insects using 20 K-5 students. Investigates what an insect means to children through the use of three different tasks: (1) draw and explain; (2) interview about instances; and (3) formulation of a general rule. (Contains 31 references.) (Author/YDS)

Investigates the influence of an explicit and reflective inquiry-oriented instructional approach compared with an implicit inquiry-oriented approach on sixth grade students' understanding of the nature of science (NOS). Emphasizes tentative, empirical, inferential, and imaginative and creative NOS. Involves (n=62) sixth grade students in two…

Investigates the interconnections within students' store of conceptual knowledge using a set of term-association tasks (ConMap tasks). Gathers students' spontaneous responses to a term or problem or topic area with a sequence of associated terms, the response terms and time-of-entry data. (Contains 24 references.) (Author/YDS)

Studies the role of context in students' uses of alternative conceptual models by using Newton's third law. Identifies four contextual features that are frequently used by students in their reasoning. Probes the effects of specific contextual features on student reasoning using a multiple-choice survey. (Contains 39 references.) (Author/YDS)

Compares two laboratory treatments: (1) Constructing and Applying the Concepts of Physics (CACP) which is guided-inquiry; and (2) Toys in Motion (TIM) which focuses on problem solving skills and design work. Discusses the two laboratory courses and assessment procedures. (YDS)

Describes using children's and adults' natural curiosity when it comes to bubbles as a perfect vehicle for investigating geometry, data analysis, and measurement. (KHR)

Presents activities providing a cultural journey through history that allow children to understand that many mathematicians have contributed mathematical thoughts and ideas. (KHR)

Identifies challenges children face in learning mathematics vocabulary and offers teaching strategies to circumvent those challenges. (Author/NB)

Focuses on children making sense of multiplication. In an activity called "Silent Multiplication," students use what they know about easier multiplication problems to solve increasingly difficult, related problems mentally. (Author/NB)

Develops computational fluency using a game format. Activities involve a standard deck of playing cards. (Author/NB)

Explains big ideas in algebra that help students connect ideas with procedures in different mathematical topics to build a relational understanding of algebra. (Contains 10 references.) (YDS)