Investigates the effects of students' prior knowledge on the scientific reasoning processes of performing the task of controlling variables with computer simulation and identifies a number of problems that students encounter in scientific discovery. Involves (n=27) 5th grade students and (n=33) 7th grade students. Indicates that students' prior…

This article reviews eight resources for working with infants, toddlers, and young children who are blind or visually impaired. Resources include a guide on early intervention with young children with multiple disabilities, a manual on developmental guidelines for infants with visual impairments, a video on early concept development, and Web…

Described in this study are student teachers' frameworks of purity and the related concepts of the states of matter. The concept of natural versus pure substances, classifying states of matter, and implications for teaching drawn from the results are discussed. (Author/KR)

Focuses on young children's grappling with such themes as existence, good and evil, and knowing. Suggests that the development of language seems dependent on children's sensitivity to such abstract concepts. Suggests that children's intellectual and social lives are sustained by symbols. Offers examples of children's story-making discussions,…

Advocated is the use of everyday games and situations instead of the traditional use of textbooks, workbooks, and worksheets. New goals and principles for the beginning arithmetic student are presented. Modifications of activities that promote the constructivist ideal are included. (KR)

Six mildly and moderately retarded children (ages 6-8) were instructed in the Piagetian constructs of unidimensional classification and/or seriation using the "Piacelleration" learning set technique. After one semester, subjects made significant gains on: classification and seriation tasks, the Peabody Picture Vocabulary Test, and the…

Investigates Israeli students' (grades four through nine) knowledge regarding the concept of a "gas" prior to and following instruction. Reports that students do not spontaneously develop a general idea of gas prior to instruction, and only after instruction do they first acquire this knowledge. Suggests three implications for…

Explains the use of constructing and analyzing analogies as a way to enhance student understanding and recollection of scientific concepts. Offers suggestions for topics including energy activation, phases of matter, electron transitions, equilibrium, covalent bonds, wave and particle duality, reaction types, ideal versus real gases, and oxidation…

Examines theoretical framework of ethnic identity development in Mexican-American preschool and elementary school children. Two studies based on cognitive development theory assessed an instrument for measuring ethnic identity and for evaluating data. Children's Ethnic Identity Questionnaire responses were found consistent with framework guiding…

Discusses the following aspects of educational evaluation: (1) structural changes; (2) conceptual changes; (3) mixed methods and unraveling consensus; (4) utilization of findings; (5) the role of values; and (6) the role of politics. Discusses how evaluation moved from monolithic to pluralistic, reflecting the change from consensus to pluralism in…

The grading of high school physics students as a function of conceptual versus nonconceptual performance is investigated. The nonconceptual means a routine substitution in equations or direct recall. Students scoring highest on one type of question are far from distinguished on another type of question. (YP)

Israeli children's (kindergarten to grade nine) explanations about the water cycle are described. Reports the children's views about the source of clouds and the mechanism of rainfall. It was concluded that understanding evaporation is a necessary condition for explaining a mechanism of rain containing the ideas of condensation and heaviness. (YP)

Documented are major categories of errors that appear as children learn decimal fractions. Then the conceptual sources of these errors are established. Different curriculum sequences influence the probability that these classes of errors will appear. They can be used as diagnostic tools to detect children's understanding of mathematics topics.…

This aptitude-treatment interaction study explored the relationship between cognitive restructuring ability and treatments varying in the amounts of teacher guidance on tasks with fractions. An interaction was found between cognitive restructuring ability and levels of teacher guidance for items having continuous perceptual distracters. (MNS)

Described is a study of 147 students that indicated a high proportion of students did not understand the concept of limiting factors. Textbook presentations that create problems are discussed. Strategies which may be more effective in teaching the concept are suggested. (CW)