Describes a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices. In developing the rationale for this approach, grounds the discussion in work of mathematics educators who conduct classroom-based design research. Frames sample analysis as a paradigm case in…

Endorses concept mapping as the way to achieve the most meaningful learning. In concept mapping, concepts are organized according to their hierarchical relationships. Concept-mapping skills can help to organize and integrate information, assess existing knowledge, gain more insight into all knowledge, and relate basic science concepts to the…

Presents an activity on the electrostatic phenomenon known as induction. Reviews the principles illustrated by each of the activities described in this series. (DDR)

Argues that affective learning is a poorly understood phenomenon and that objective-setting and evaluation for learning in the affective domain are often neglected in educational programs. Addresses the problem this creates for nonformal science-learning centers. Contains 38 references. (DDR)

Offers one example of a lecture that can build on personal research experience to demonstrate the ways in which attitudes of categories influence the focus, design, and outcomes of research projects. Provides some suggestions for further developing the lecture material in a post-lecture tutorial session and/or assignment. (CMK)

Studied the ideas of 5-year olds regarding the concept of light, using individual interviews. Found that children identify light with its source or its effect rather than as a distinct entity, a representation at odds with the scientific concept of light. (Author/JPB)

Two studies probed 3- to 6-year olds' beliefs about wishing and its efficacy. Study 1 showed that children had considerable knowledge about wishing and an age-related decrease in beliefs about its efficacy. Study 2 suggested that children reconcile beliefs in wishing efficacy with knowledge about mental/physical relations by situating them more…

Presents ideas for Montessori early childhood educators to better support children's developing concept of time. Examines how families can use language more accurately to help children develop a meaningful time sense. Discusses how the concepts of sequence, order, and duration strengthen children's sense of time. Considers celebrations, calendars…

Outlines the approach of a study that aimed to observe young children as they constructed meanings for randomness in computer-based setting. Provides a snapshot of two children working with the tools made available in that setting. Uses this picture to begin the formulation of a theoretical framework for the construction of meaning in one…

Developed a way to represent students' cognitive structures through a flow map method coupled with a meta listening technique. Results for 25 eighth graders in Taiwan show that the combination of these 2 approaches yields useful information in the assessment of students' cognitive structures. (SLD)

Reports data from a longitudinal study of 12-year-old students' interpretations of geometrical objects and relationships when using dynamic geometry software. Focuses on the progressive mathematization of the students' sense of the software, examining their interpretations, and using the explanations that students give to the geometrical…

Examined how student's strategies and associated conceptions emerged and changed over a 6-session tutoring curriculum designed to develop conceptual knowledge of linear functions. Found that the student did not erase his original conception or replace it with a conception supported by instruction, but instead refined his initial strategies and…

Compares the impact of a role-play versus a conventional discussion on students' argumentation on an issue involving animal transgenesis. Applies two different debate situations and asks students to decide whether or not to approve a giant transgenic salmon farm being set up in a seaside village. (Contains 30 references.) (Author/YDS)

Novices and experts used the same metaphors to understand and solve problems with negative numbers. Results suggest that the metaphors used by both the children and the adults are central to understanding arithmetic. (Author/MM)

Describes an instructional framework for teaching and learning new words for new and difficult concepts. Presents current knowledge of preferred practices for vocabulary instruction, outlines the procedures for using this instructional framework, and concludes by providing examples across different content areas. (SD)