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| Preface | p. vii |
| List of Contributors | p. ix |
| Frameworks for Learning Science | p. 1 |
| A Constructive View of Learning Science | p. 3 |
| References | p. 18 |
| Learning-Theory-Based Science Teaching | p. 21 |
| Conclusion | p. 34 |
| Acknowledgment | p. 34 |
| References | p. 35 |
| the Teaching Model Applied to Biology | p. 36 |
| A Conceptual Change Model of Learning Science | p. 43 |
| Acknowledgments | p. 62 |
| References | p. 62 |
| Students' Conceptual Frameworks: Consequences for Learning Science | p. 65 |
| References | p. 83 |
| Ii Conceptual Development and Learning Science | p. 87 |
| Developmental Patterns in Students' Understanding of Physics Concepts | p. 89 |
| Developing Students' Understanding of Chemical Concepts | p. 117 |
| Acknowledgments | p. 145 |
| References | p. 145 |
| Conceptual Development in Astronomy | p. 149 |
| Acknowledgments | p. 176 |
| References | p. 176 |
| Children's Biology: Studies on Conceptual Development in the Life Sciences | p. 179 |
| References | p. 199 |
| Iii Methods and Media for Learning Science | p. 203 |
| Science Activities, Process Skills, and Thinking | p. 205 |
| Explaining Science Concepts: A Teaching-With- Analogies Model | p. 219 |
| References | p. 239 |
| Learning Science in Software Microworlds | p. 241 |
| Software | p. 257 |
| Author Index | p. 259 |
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