My graduate students and I study problems in human learning and conceptual development in biology. We are especially interested in how learners of all ages understand those fundamental concepts underlying the structure, function, evolution and diversity of life forms. Recent studies by graduate students in our research group have employed cross-age strategies to explore the development of students' ideas about the circulatory system, cellular respiration, mammals, and sexually transmitted disease. Our findings have appeared in numerous journals and scholarly books and, most recently, as an episode of the PBS television series, NOVA. We have a strong commitment to science education and the application of our work to formal and informal learning environments, including aquaria, zoos, museums and nature centers. I especially encourage those individuals who have taught children of any age and wish to contribute to our knowledge of learning and enhancing instruction in biology. See my homepage for additional information:

Mintzes, J.J., J.H. Wandersee and J.D. Novak (Eds). 1997. Teaching Science for Understanding. Orlando, FL : Academic Press, Inc.

Mintzes, J.J., J.H. Wandersee and J.D. Novak. 1996. Meaningful learning in science: The human constructivist perspective. In: Handbook of Academic Learning. G.D. Phye, ed., Academic Press, Inc., Orlando, FL.

Pearsall, N.R., J.J. Skipper and J.J. Mintzes. 1996. Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in biology. Science Education.