Search

Identifies misconceptions related to the fundamental characteristics of atoms and molecules held by twelfth-grade students. Data were obtained by administration of semistructured interviews to a stratified, random sample of 30 students. Fifty-two misconceptions were observed and reported. Some of the misconceptions identified parallel the historical development of scientific concepts. (PR)

Randomly selected high school seniors (n=32) were interviewed to assess their understanding of the nature of science. Views held by 10% or more of the students are reported in the categories of general views, scientific facts, scientific theories, and scientific laws. Reports how students differentiate between scientific facts, laws, and theories. (MDH)

Describes a study in which secondary students (N=32) were interviewed to determine their understanding of the nature of scientific knowledge. Presents some of the strengths and weaknesses of these views and provides cross-cultural comparisons. (DDR)

Developed and validated a learning hierarchy for the concept "food web" (the hierarchy consisting of nine skill areas). Also investigated the misconceptions of 200 students related to these nine areas. Suggestions for applying the hierarchy model to remediation and resolution of the misconceptions are provided. (DH)

Investigates the remediation of misconceptions through application of Gagne's hierarchical learning theory. Uses stoichiometry, food levels, and conservation of mechanical energy as the target concepts. Reports that there was no treatment effect in analysis of covariance using pretest scores as a covariant. (YP)

Many researchers, wishing to generalize to large numbers, have turned away from Piaget's measurement techniques to group paper-and-pencil tests. The psychometric properties of these tests and their statistical links with other constructs are examined, along with the relationship between the observed products of mental effort and their underlying mental strategies. (Author/PN)

Three psychometric methods for validating learning hierarchies were applied to one data set derived from student responses (N=269) to items representing skills in a hypothesized hierarchy for the mole concept. The hierarchy derived from the analysis was supported by a test for transfer of learning from subordinate to superordinate skills. (Author/JN)

A rejoinder to Anton E. Lawson's criticisms of a previously published review article by the authors on Piagetian research is offered. (PN)

This article identifies misconceptions related to the fundamental characteristics of atoms and molecules which Grade-12 students hold. An understanding of the concepts of atom and molecule is fundamental to the learning of chemistry. Any misconceptions and alternative conceptions that students harbor about these concepts will impede further learning. A review of the research relating to students' misconceptions of science concepts reveals that these misconceptions have many common features. They are often strongly resistant to traditional teaching and form coherent, though mistaken, conceptual structures. Data were obtained by administration of semistructured interviews to a stratified, random sample of 30 students of differing abilities and backgrounds in science. Fifty-two misconceptions were observed and are reported. These are grouped into 11 categories. Six relate to the structure, composition, size, shape, weight, bonding, and energy of molecules; five relate to the structure, shape, size, weight, and animistic perceptions of atoms. Some of the misconceptions identified parallel the historical development of scientific concepts.

The article investigates the claim that students' misconceptions of important science concepts may be more amenable to change, through the application of a particular theory of learning to the remediation of misconceptions relating to three particular science concepts. The concepts were related with the performance of stoichiometric calculations, food web problems, and problems that require the correct understanding of the conservation of mechanical energy. Researchers found that it can not be concluded that either the effect of direct remediation of particular misconceptions, or indeed a hierarchical treatment with or without the use of certain misconceptions is higher than a treatment that involves simple remediation of errors made on a test following instruction.

The article presents a study which investigates the nature of food webs as an important topic in recent biology curricula. It was stated that the relationships represented in a food web are rule-like so it is possible to construct a learning hierarchy. The paper is concerned with the development and validation of a learning hierarchy relating to the concept of food web. It also considers the use of the learning hierarchy model as a tool to aid identification of students' misconceptions in science. Particular misconceptions relating to the concept of food web are reported.

The article presents a study that examined the three psychometric methods for validating learning hierarchies for mole concept. Data set came from the responses of 269 grade ten students enrolled in introductory chemistry classes. Results showed that the test of inclusion and the ordering-theoric methods produced generally similar results. These two methods were considered skills in pairs. The probabilistic method considered the hierarchy as a whole and created clearer distinctions between alternative hierarchies than the first two methods. The hierarchy obtained from this study was supported by a test for transfer of learning from subordinate to superordinate skills.

The author reflects on the inadequacy of clarifying the Guttman scaling as a technique for validating learning hierarchies. According to the author, Guttman scaling model aids in identifying both alternative hierarchies and considers the model as amenable to basic hand calculation. He also discusses number of skills in a postulated hierarchy. Furthermore, he indicated that researchers in science education can use the new scaling method which supercedes Guttman scaling in facilitating computation.