“…Empirical studies, however, showed that learners have preconceptions for many materials and that these preconceptions don't match today's scientific concepts (Barke et al, 2012). The different form of students understanding and self-constructed conceptions have been called by a number of different terms such as "alternative conceptions" (Hanson, 2019), "Alternative Framework" (Seligin, 2012), "Misconceptions" (Mubarak et al, 2016), "naïve conception" (Lachapelle et al, 2013), "children ideas" (Wee, 2012), "intuitive conceptions" (Lemmer, 2013), "intuitive science" (Russ et al, 2012), "conceptual difficulties" (Akram et al, 2014), "phenomenological primitives" (Ozdemir, 2013), and "mental models" (Sunyono et al, 2015).…”