Explores whether older students were less ready than younger students to change their alternative conceptions. Findings indicate that after reading a refutational text, conceptual change occurred in 35% of Year 6 students and 44% of Year 10 students. Concludes that there was no evidence to suggest that conceptual change is more difficult for older…

Teachers and students alike report difficulties with the measurement unit called mole. This article tries to demonstrate that mole and the corresponding quantity are not exceptional. Mole lacks the context of a given amount because the unit measures the relative number of atoms compared with those present in a standard. Discusses history of…

Presents the results of a study that identifies misconceptions in chemistry by means of a two-tier diagnostic instrument. Data indicate that similar misconceptions are held by both Singaporean and Australian populations. Focuses on covalent bonding and structure. (DDR)

Holland says comparing public and Catholic schools is pointless, since they have different values, financing, admission practices, and political realities. Paserba and Bennett, two Catholic superintendents, disagree with Holland, citing similarities in negotiating labor contracts, serving special-needs children, satisfying accreditation…

A task related to knowledge and beliefs was completed by 154 researchers, graduate students, and undergraduates. Greater expertise led to more varied views. Common beliefs and misconceptions can be made explicit through appropriate formative assessment and a focus on transformative learning. (SK)

Counters the following myths: competence has been defined; managerial effectiveness can be identified; management is generic; effectiveness can be measured; management is composed of skills, behaviors, or traits; and only maximum performance counts. (SK)

Continues the discussion about the Third International Mathematics and Science Study results. American eighth-grade students are on a par with science students in New Zealand, China, Iceland, and Bulgaria. Meanwhile, one researcher found that all of the top six countries in TIMSS math had centralized curricula. None relies heavily on tests. (MLH)

Presents a lesson on volcanoes that evaluates student knowledge and misconceptions and provides factual information. (YDS)

Investigates student reasoning about models of conduction. Reports that students often are unable to account for the existence of free electrons in a conductor and create models that lead to incorrect predictions and responses contradictory to expert descriptions of the physics involved. (Contains 36 references.) (Author/YDS)

Investigates the effects of conceptual assignments and conceptual change discussions on high school students' achievement and misconceptions about force and motion. Analyzes pretest and posttest data from the Force Misconception and Force Achievement Tests (FMFAT). Discusses the effects on the conceptual change discussion on reducing…

Points out the importance of students' pre-existing beliefs on students learning and suggests that if new information does not fit with what the students already knows, he or she may simply choose to reject it outright, leaving classrooms having learned nothing. Presents four choices for addressing new information. (Author/YDS)

Demonstrates misconceptions of the meaning of temperature based on classical kinetic energy. Discusses some misconceptions about negative temperatures and the effect of compression. (YP)

Considered are two commonly used techniques, the interview and word association techniques. Highlighted is a third technique called the repertory grid. This third technique can be used to interpret students' knowledge based on an explicit, psychological theory of human behavior. (Author/CW)

Lists commonly held but inaccurate "myths" about teachers and education in the eastern and western United States. Gives a perspective on tools that communication has to offer teachers; concepts and contexts that can be researched and developed; and a cooperative responsibility that can be initiated with colleagues in education. (SR)

Although many school districts report success with outcome-based education, public opposition to it continues to grow. Led by conservative religious and citizens' groups, opponents believe that OBE will lead to continued educational decline, morally offensive textbooks, burgeoning school crime, and psychologically manipulative curricula. This…