These proceedings include abstracts and/or complete papers on topics and research focusing on student misconceptions (ideas at variance with accepted views) in science and mathematics. Abstracts and papers are arranged according to nine general areas emphasized: (1) theoretical and philosophical perspectives; (2) instructional issues; (3) research methodological issues; (4) historical and epistemological perspectives; (5) elementary school science; (6) physics; (7) biology; (8) chemistry; and (9) mathematics. Selected topics addressed or areas investigated include implications of research on misconceptions for teaching, misconceptions and conceptual change, interpreting evidence about misconceptions, the microcomputer in cognitive development research, a 12-year study of conceptual development using concept mapping as an evaluation tool, students' misconceptions in geometric problem solving and genetics, using conceptual change to understand problems students have in learning science, and students' alternative conceptions of mechanics. Issues raised in plenary sessions and a list of research needs are among the areas considered in the introduction to the proceedings. These needs include studies of conceptual change, studies to identify consistent or robust misconceptions, studies focused on theoretical issues, studies on sources of misconceptions, and studies on teacher education with awareness of misconceptions. (JN)