ABSTRACT
One of the problems involved in learning and teaching is the way in which previous learning may interfere with current learning. This problem obtains in the conceptual field as well as in the field of motor skills and affective learning. In the learning of scientific concepts it sometimes happens that our everyday notions about phenomena are at odds with the scientific viewpoint. Since children usually become familiar with the non-scientific ideas first, these ideas tend to interfere with the learning of scientific concepts in the same field. When the concepts are in an entirely novel field the problem does not arise.
