Although learning about DNA, RNA, and proteins is part of the upper secondary biology curriculum in most countries, many studies report that students fail to connect molecular knowledge to phenomena at the higher level of cells, organs, and organisms. As a result, many students use memorization and rote learning as a coping strategy when presented…

Advocates the educational theories of David Ausubel as a basis on which to build science and mathematics curricula and instructional procedures. Offers interpretations of Piaget's conservation tasks in Ausubelian theory. (CP)

Considers the nature of classroom-management problems while examining the interaction of two contrasting epistemological treatments of science in a high school physics class, and subsequent classroom-management techniques influenced by these beliefs. Concludes that differences in epistemological stance can invoke antagonistic interactions that may…