Understandings and misconceptions of biology concepts held by students attending small high schools and students attending large high schools

Journal of Research in Science Teaching

Volumn 25, Issue 5, 1988, Pages 361-374

  Simpson, William D ^a   Marek, Edmund A ^b  

^a Tipton Public Schools ^*  (United States)

^b UNIVERSITY OF OKLAHOMA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84983995933     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.3660250504     Document Type: Article

References (27)

1. Discovery or invention?
2. Review of Research on Small Schools
3. A Study of “Sophisticated Errors.”
4. The Relationship of Science Subject Matter and Development Levels of Learners
5. Cognitive Development and Creativity: A Study of Two High Schools
6. Understandings and Misunderstandings of Biology Concepts
7. They Misunderstand, But They'll Pass
8. Intellectual Development, IQ, Achievement, and Teaching Methodology
9. Pupil's Understanding of the Particulate Nature of Matter: A Cross‐Age Study
10. Results of Two Tenth‐Grade Biology Teaching Procedures
11. The Development of the Concept of Acceleration in Elementary School Children
12. The Development of Some Physical Science Concepts in Secondary School Students
13. Concrete and Formal Teaching
14. Students' Understanding and Misunderstanding of States of Matter and Density Changes
15. Cognitive Development of Students in Small Rural Schools
16. How Do Intermediate and Junior High School Students Conceptualize Living and Non‐Living?