ABSTRACT
Research on learning in physics has clearly established phenomena, often referred to as “misconceptions,” of students showing conceptual difficulties with the most basic ideas, often in spite of substantial instruction (Champagne, Klopfer, & Anderson, 1980; Clement, 1982; Halloun & Hestenes, 1985; McCloskey, 1983; Peters, 1981; Posner, Strike, Hewson, & Gertzog, 1982; Trowbridge & McDermott, 1980; Viennot, 1979; Whitaker, 1983). There is widespread agreement on the following points.
Many questions, phrased in a qualitative or “conceptual” way, remain difficult for students despite ample related instruction, including students who can solve standard, quantitative textbook questions about the same topics.
Incorrect answers to these questions tend to cluster into a small number of alternatives.
Students often show confidence in their incorrect answers.
