Addresses the need for organizing a science curriculum around contextual settings and science stories that serve to involve and motivate students. Outlines a proposed program of activities in terms of a sequence of theoretical and empirical activities that involve contextual settings, science stories, large context problems, thematic teaching, and…

Discusses the implications of a research study of more than 2000 students aged 11 to 15 that explored why the students interpret algebra in certain ways. Recommends strategies that can help teachers deal with prior knowledge that students may bring to their study of algebra. (DDR)

A Paterson (New Jersey) teacher criticizes well-meaning prescriptions for educating students for a civil society. Reforms based on skills-based instruction and test-driven assessment are failing. Inequality is the core issue. Schools cannot compensate for class and racial inequalities, particularly if inequitable funding mechanisms persist.…

Many white, middle-class teachers tend to dismiss their students' cultures and judge parental involvement by their own behavioral norms. Many nontraditional literary experiences occur as parents and children go about their daily lives. Teachers may also have limited views of parental competence, motivation, and home-school collaboration. Teachers…

Presents a collaborative learning exercise intended to teach the unfamiliar terminology of experimental design both in biology classes and biochemistry laboratories. The exercise promotes discussion and debate, develops communication skills, and emphasizes peer review. The effectiveness of the exercise is supported by student surveys. (SOE)

Examines four areas of difficulty with graphing and modeling, identifies confusions and misconceptions, and shows how these areas interact in the presence of data-collection devices. (KHR)

Debunks two fantasies: the feasibility of a free-market educational system and the idea that greater choice automatically means better schools. Public education is too labor-intensive and undercapitalized to be profitable. Communities need "skunk works" schools of choice to do research and development and smaller, collaboratively managed…

Describes four chemical terms that students with well-considered reasons use in a way that is not accepted in chemistry. From 4300-7500 senior high school students completed a series of multiple choice tests while other groups of students participated in discussions about the problem situations. Contains 34 references. (DDR)

Investigates students' ideas about gravity beyond the earth's surface. Presents a lesson plan designed to help students understand that gravity can act beyond Earth's atmosphere. Also helps students gain a more adequate intuitive understanding of how natural and artificial satellites stay in orbit. Reports that this strategy changed some students'…

Describes the use of manipulatives to teach the fundamental concept of limiting factors and presents a series of questions that can be used to test whether students are harboring some of the most common misconceptions about limiting factors. Includes applications to discussions of cultural eutrophication and vegetarianism. (JRH)

Reviews textbooks in use in the sixth-form classroom. Reports numerous examples of muddled facts, confusing explanations, and serious misconceptions. (DDR)

The results of a study conducted with elementary school students in Tanzania are presented. A number of alternative conceptions were revealed. The role of sociocultural beliefs in forming these conceptions is described, and the implications of these findings for science teaching and teacher education are discussed. (Author/CW)

Explains the differences between successful and unsuccessful problem solvers' exploration of a problem, translation of information into different forms, approach to devising and executing a plan, and rechecking work. (RT)

Discusses some incorrect representations of electric fields in textbooks. Considers total charge or charge density and two- or three-dimensional diagrams. (YP)

Examines the development of students' understandings about fractions during six weeks of instruction. Reports that all students possessed informal knowledge disconnected from their knowledge of fraction symbols and procedures and that knowledge of rote procedures often interfered with students' attempts to build on their informal knowledge.…