Presents an overview and discussion of some results of research on the use of graphing calculators organized into the following categories: (1) achievement studies, (2) conceptual understanding, (3) problem solving, (4) classroom dynamics, and (5) future research needed. (29 references) (MKR)

Describes a study that examines the extent to which differences exist in the concept maps of advanced college biology majors (n=25) and beginning nonmajors (n=25) in the domain of mammals. Results indicate that the concept maps of biology majors are structurally more complex than those of nonmajors. (ZWH)

A triad of conceptual, human relations, and technical domains is proposed as a basis for effective performance evaluation systems in education. Systems incorporating the relevant issues in this triad address a fundamental rule of performance evaluation: if it is worth doing, it is worth doing well. (SLD)

An interactive computer/videodisc learning approach to the conventional laboratory approach for learning biology concepts and science process skills were compared. The two approaches appear equivalent when evaluated by traditional learning outcomes, but the interactive videodisc strategy was significantly more time efficient than a traditional…

Explores ways in which the concept of inclusion as a goal of multicultural education may be understood in reference to the concerns of early childhood education. Emphasizes the need for adults to understand more about the inner structures of their own cultures before they can be expected to recognize those structures in the children they teach.…

Ways in which scientists and science students respond to anomalous data are analyzed. There are seven distinct ways in which they respond, only one of which is to accept the data and change theories. Factors that influence theory change and implications for science instruction are reviewed. (SLD)

Describes a lesson in which a game involving base-ten blocks is used to teach place value. Discusses four steps to promote successful lessons involving manipulative materials: (1) manipulative choice; (2) lesson preparation; (3) active student participation; and (4) process evaluation. (nine references) (MDH)

Examined differences in spontaneous self-regulation on a concept identification task between 23 average and 22 gifted eighth-grade students. Results suggest that self-regulation is a complex composite of cognitive, metacognitive, and motivational factors that underlie sustained efforts to achieve high performance outcomes. (MM)

Suggests an approach to the functional definition of African-American ethnicity that is more conventional conceptually and methodologically than the approach frequently taken. Implications of a more precise concept of African-American ethnicity for African-American community studies are discussed. Structural effects of ethnicity are real and often…

Presents research findings related to students' intuitive ideas about the concepts of chance to inform teachers how students form their concepts of probability and statistics. Discusses adolescents' conceptions of uncertainty, judgmental heuristics in making estimates of event likelihood, the conjunction fallacy, the outcome approach, attempts to…

Discusses young children's conceptions of war, reviewing literature on children's attitudes and feelings about war and studies of parents' responses to children's feelings. Concludes that between ages four and seven, children develop a sense of war and peace. Considers implications for parents and teachers. (GLR)

This paper reviews 25 studies of intervention research in mathematics with subjects classified as mentally retarded. Research has primarily been conducted in three areas: basic skills and concepts; rule learning and problem solving; and applications, including time, money, and measurement skills. Results are discussed in relation to instructional…

Discusses a new model of concept learning called prototype theory and describes an experiment with nursing education students in which the differential effects of prototype formation on classification were explored through an instructional program on the concept of shock. Hypotheses tested are discussed and results of pretests and posttests are…

Examines the relative importance of middle school students' explicit knowledge and tacit knowledge in carrying out open-ended laboratory investigations. Results indicate the students (n=207) provided with explicit knowledge through instruction performed significantly better in overall achievement in such investigations than those using only tacit…

Proposes the use of conceptual discrepancies to stimulate student inquiry into scientific concepts. Provides a list of 20 examples of conceptual discrepancies from the biological sciences that have encouraged self-regulation in biology students. (Contains 12 references.) (MDH)