03384cam a22005172u 4500001000800000005001700008007001400025008004100039035002000080035001200100037001900112040002700131091000800158100001300166245008900179260006800268300001000336500007500346500004200421500015800463500004700621500005100668520136400719533008102083650002802164650002602192650003002218650002502248650002902273650002802302650002102330650002002351650003002371650003202401650003202433650003402465650003702499650002902536653001402565653004802579655003302627655003602660710005002696856007802746984004202824542512820130523110146.0he u||024||||080220s1983 xxu ||| bt ||| | eng d 9(ericd)ED229275 a5425128 aED229275bERIC aericdbengcericddMvI amfm1 aReif, F.10aAcquiring an Effective Understanding of Scientific Conceptsh[microform] /cF. Reif. a[Washington, D.C.] :bDistributed by ERIC Clearinghouse,c1983. a31 p. aSponsoring Agency: National Science Foundation, Washington, DC.5ericd aContract Number: SED-79-20592.5ericd aERIC Note: Paper presented at the meeting of the American Chemical Society (Las Vegas, NV, March 1982). For related documents, see SE 041 559-561.5ericd aEducational level discussed: High Schools. aEducational level discussed: Higher Education. aStudies have shown that students, after having studied physics concepts and being familiar with them for an appreciable time, may nevertheless lack the ancillary knowledge needed to use such concepts reliably; correspondingly, they exhibit major misconceptions and errors. Provided in this paper is an analysis of the ancillary knowledge required to make a scientific concept of principle effectively usable. Property concepts are addressed since these are centrally important to descriptions needed in science. This analysis includes, as a subset, the ancillary knowledge for a simple entity concept. Furthermore, the ancillary knowledge of a property concept is essentially the same as that for a principle. The most important ancillary knowledge required to make a concept effectively usable is that required to interpret the concept appropriately. This analysis of the ancillary knowledge needed for concept interpretation points out some practical implications for the learning and teaching of scientific concepts/principles. Students could be made aware of the ancillary knowledge (focusing on specification of concept, concept values, independent variables; instantiation; and error prevention) required to interpret a particular concept of interest or for use as a general skill in effectively learning any newly encountered concept or principle. (JN) aMicrofiche.b[Washington D.C.]:cERIC Clearinghouseemicrofiches : positive.07aCollege Science.2ericd17aComprehension.2ericd17aConcept Formation.2ericd07aHigh Schools.2ericd07aHigher Education.2ericd07aKnowledge Level.2ericd07aLearning.2ericd17aPhysics.2ericd17aScience Education.2ericd07aScience Instruction.2ericd17aScientific Concepts.2ericd17aScientific Principles.2ericd07aSecondary School Science.2ericd07aTeaching Methods.2ericd1 aKnowledge0 aMisconceptionsaNational Science Foundation 7aReports, Descriptive.2ericd 7aSpeeches/Meeting Papers.2ericd2 aCalifornia Univ., Berkeley. Dept. of Physics.41uhttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED229275 aANLcmc 2253 ED229275d77000000235411