An open-ended, written test was administered to 364 students divided into four groups according to their scientific learning background at a teachers college. Results indicate that although the science-major students performed better than nonscience majors, their understanding of condensation and boiling concepts still needed to be enhanced.…

Two studies involving 110 and 91 children aged 5 to 7 years show that children's knowledge of counting and addition facilitated their acquisition of a concept not taught in school, that every number has a natural successor (Successor Principle). Even the oldest children could not rank order correctly numbers that contained fractional notations.…

Many students of chemistry demonstrate alternative conceptions about some fundamental aspects of chemistry. Suggests that research evidence provides strong support for this view. Contains 45 references. (DDR)

Reports the findings of a study that suggest that alternative ideas can form part of a progression toward a scientifically acceptable model. Argues that teaching may be inadvertently promoting alternative ideas as endpoints. Contains 38 references. (DDR)

Compares Dewey and Vygotsky on three conceptual issues that relate directly to educational processes and goals: the roles of social history, experience/culture, and human inquiry in the educational process. The differences in their approaches are illustrated by examining the educational models of the zone of proximal development and long-term…

Investigated in 6 experiments how 4.5-month-old infants' perception of a display is affected by an immediate prior experience with an object similar to part of the test display. Found that infants' use of a prior experience is disrupted by changes in the features of the object, but not by change in its spatial orientation. (JPB)

The debate over whether recognition of prior learning (RPL) should focus on access or credit involves four issues: (1) challenges posed by the higher education environment; (2) the narrow instrumental view of curricula associated with RPL for credit; (3) the limitations of portfolios; and (4) relationship and status of different forms of…

Presents the stories of three novice teachers with disabilities, describing their journeys to knowing themselves as young adults and teachers. The impact of their experiences is discussed in light of their developing pedagogical knowledge, concluding that for them, teaching is an encounter with the self, and their encounters are an untapped…

Examines the effect that learners' prior knowledge has on long-term retention of information. Study (200 undergraduates) found no differences in long-term retention when prior knowledge was controlled, no interaction between prior knowledge and advance organizer strategies, no increased long-term retention with advance organizers, and no increased…

Provides an overview of research on transfer, highlighting its main tenets. Looks at interviews of two grade 5 students learning about mathematical concepts regarding operations on positive and negative quantities. Focuses on how their learning is influenced by prior knowledge and experience. (Author/MM)

Suggests using the informal experiences students have through extracurricular activities such as music lessons to design a curriculum related to sound that encourages active student participation and learning. (DDR)

Describes how pairing fiction and nonfiction books on the same topic, along with interactive class strategies (such as Venn diagrams, K-W-L, DR-TA, webbing, and activating prior knowledge), can boost students' understanding and enjoyment, help teach content material, and help to ease students into reading content area textbooks. (SR)

Considers the learning process and suggests that learners need to be more in control. Topics include learning that takes place without leaders; the influence of past experiences; learning from context as well as from content; engaged learning and the importance of interaction; instructional objectives; and the effect of values. (LRW)

Discusses the results of a study that explored first year university students' ideas about measurement in the physics laboratory. Uses the 'point' and 'set' paradigms as a model to analyze responses to written probes. (Contains 21 references.) (DDR)

What features of mathematical thinking do students exhibit when they use dynamic software in their problem solving approaches? To what extent does the systematic use of technology favour students' development of problem solving competences? What type of reasoning do students develop as a result of using a particular tool? This study documents…