Sixty-eight studies on conceptual development in the biological sciences are reviewed. These studies originated in North America, Europe, Asia, Africa, and Australia. Each study was classified by type of concept(s) under investigation and by the research method employed (focusing on the mode of inquiry and the mode of assessment used). When…

The meanings of eight science terms (volume, organism, motion, energy, molecule, cell, enzyme, fossil) were studied by 9-, 13-, and 17-year-olds. Results indicate that the schools were ineffective in increasing numbers of students who mastered these terms between seventh and eleventh grade. Reasons for this finding are discussed. (Author/JN)

Presented is a criticism of Lawson's (1988) article on the development of misconceptions of biological concepts. Lawson's response to this criticism follows. (CW)

The Connecticut Assessment of Educational Progress (CAEP) is modeled after the National Assessment of Educational Progress (NAEP) and has been in operation since 1971. This report is the culmination of a multi-year effort by the Connecticut State Department of Education to make its CAEP program even more useful to classroom teachers and other…