The phenomena of induced incorrect generalization (IIG) as a generative cause for the formation of a misconception among a group of pupils is identified. In the process of learning the laws of reflection of light the effect of IIG is discussed through an exploratory experiment. Strategies are suggested to eliminate the formation of such IIG in a classroom situation.
A model giving the main domains of 'process knowledge' in solving problems in physics is proposed. In the framework of this model the strategies and results of using thinking-aloud experiments to obtain the elements of 'process knowledge' in the problem-solving activity in physics are discussed.
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