• Contents: Preface. Part I: Learning Science Meaningfully.S.M Glynn, R. Duit, Learning Science Meaningfully: Constructing Conceptual Models. R.E. Yager, Constructivism and the Learning of Science. T.R. Koballa, Jr., Children's Attitudes Toward Learning Science. K. Tobin, D.J. Tippins, K.S. Hook, Students' Beliefs About Epistemology, Science, and Classroom Learning: A Question of Fit. Part II: Conceptual Development in Science Domains.C. Wood-Robinson, Children's Biological Ideas: Knowledge About Ecology, Inheritance, and Evolution. R. Stavy, Conceptual Development of Basic Ideas in Chemistry. J. Baxter, Children's Understanding of Astronomy and the Earth Sciences. S. Kesidou, R. Duit, S.M. Glynn, Conceptual Development in Physics: Students' Understanding of Heat. Part III: Conceptual Tools for Learning.B.Y. White, The ThinkerTools Project: Computer Microworlds as Conceptual Tools for Facilitating Scientific Inquiry. J.D. Novak, Concept Mapping: A Strategy for Organizing Knowledge. S.M. Glynn, R. Duit, R.B. Thiele, Teaching Science with Analogies: A Strategy for Constructing Knowledge. A. Stinner, Science Textbooks: Their Present Role and Future Form. Part IV: Assessing Learners' Science Knowledge.D.H. Gitomer, R.A. Duschl, Moving Toward a Portfolio Culture in Science Education. D.F. Treagust, Diagnostic Assessment of Students' Science Concepts. B. Bell, Interviewing: A Technique for Assessing Science Knowledge.

"We recommend this edited volume as covering a wide range of topics of current interest to researchers, science teachers, and teacher educators. Many chapters are relevant to all these groups as well as to mathematics educators. The book would be a valuable resource or text for undergraduate or postgraduate teacher education."—Science Education"The book is very well written and illustrated and understandably quite academic, since it is a collection of research papers. ...the book is a valuable contribution to the knowledge base of science teacher educators and professional developers".—Horizon Research, Inc.

• Contents: Preface. Part I: Learning Science Meaningfully.S.M Glynn, R. Duit, Learning Science Meaningfully: Constructing Conceptual Models. R.E. Yager, Constructivism and the Learning of Science. T.R. Koballa, Jr., Children's Attitudes Toward Learning Science. K. Tobin, D.J. Tippins, K.S. Hook, Students' Beliefs About Epistemology, Science, and Classroom Learning: A Question of Fit. Part II: Conceptual Development in Science Domains.C. Wood-Robinson, Children's Biological Ideas: Knowledge About Ecology, Inheritance, and Evolution. R. Stavy, Conceptual Development of Basic Ideas in Chemistry. J. Baxter, Children's Understanding of Astronomy and the Earth Sciences. S. Kesidou, R. Duit, S.M. Glynn, Conceptual Development in Physics: Students' Understanding of Heat. Part III: Conceptual Tools for Learning.B.Y. White, The ThinkerTools Project: Computer Microworlds as Conceptual Tools for Facilitating Scientific Inquiry. J.D. Novak, Concept Mapping: A Strategy for Organizing Knowledge. S.M. Glynn, R. Duit, R.B. Thiele, Teaching Science with Analogies: A Strategy for Constructing Knowledge. A. Stinner, Science Textbooks: Their Present Role and Future Form. Part IV: Assessing Learners' Science Knowledge.D.H. Gitomer, R.A. Duschl, Moving Toward a Portfolio Culture in Science Education. D.F. Treagust, Diagnostic Assessment of Students' Science Concepts. B. Bell, Interviewing: A Technique for Assessing Science Knowledge.

"We recommend this edited volume as covering a wide range of topics of current interest to researchers, science teachers, and teacher educators. Many chapters are relevant to all these groups as well as to mathematics educators. The book would be a valuable resource or text for undergraduate or postgraduate teacher education."—Science Education"The book is very well written and illustrated and understandably quite academic, since it is a collection of research papers. ...the book is a valuable contribution to the knowledge base of science teacher educators and professional developers".—Horizon Research, Inc.

• Contents: Preface. Part I: Learning Science Meaningfully.S.M Glynn, R. Duit, Learning Science Meaningfully: Constructing Conceptual Models. R.E. Yager, Constructivism and the Learning of Science. T.R. Koballa, Jr., Children's Attitudes Toward Learning Science. K. Tobin, D.J. Tippins, K.S. Hook, Students' Beliefs About Epistemology, Science, and Classroom Learning: A Question of Fit. Part II: Conceptual Development in Science Domains.C. Wood-Robinson, Children's Biological Ideas: Knowledge About Ecology, Inheritance, and Evolution. R. Stavy, Conceptual Development of Basic Ideas in Chemistry. J. Baxter, Children's Understanding of Astronomy and the Earth Sciences. S. Kesidou, R. Duit, S.M. Glynn, Conceptual Development in Physics: Students' Understanding of Heat. Part III: Conceptual Tools for Learning.B.Y. White, The ThinkerTools Project: Computer Microworlds as Conceptual Tools for Facilitating Scientific Inquiry. J.D. Novak, Concept Mapping: A Strategy for Organizing Knowledge. S.M. Glynn, R. Duit, R.B. Thiele, Teaching Science with Analogies: A Strategy for Constructing Knowledge. A. Stinner, Science Textbooks: Their Present Role and Future Form. Part IV: Assessing Learners' Science Knowledge.D.H. Gitomer, R.A. Duschl, Moving Toward a Portfolio Culture in Science Education. D.F. Treagust, Diagnostic Assessment of Students' Science Concepts. B. Bell, Interviewing: A Technique for Assessing Science Knowledge.

"We recommend this edited volume as covering a wide range of topics of current interest to researchers, science teachers, and teacher educators. Many chapters are relevant to all these groups as well as to mathematics educators. The book would be a valuable resource or text for undergraduate or postgraduate teacher education."—Science Education"The book is very well written and illustrated and understandably quite academic, since it is a collection of research papers. ...the book is a valuable contribution to the knowledge base of science teacher educators and professional developers".—Horizon Research, Inc.