“…Based on this point of view, learning is a process that restructures knowledge from the misconception into the normatively correct mental model. Through data from concept inventories and interviews based on similar questions, student misconceptions have been identified and instructional interventions developed to “repair” these misconceptions in engineering (e.g., Hamilton, Lesh, Lester, & Brilleslyper, ; Krause, Kelly, Corkins, & Tasooji, ; Nelson et al, ), and particularly in the thermal sciences (Miller, Streveler, Yang, & Santiago Román, ; Prince, Vigeant, & Nottis, ). Posner, Strike, Hewson, and Gertzog () propose that misconceptions can be repaired by eliciting students' mental models, confronting the students by presenting contradictory phenomena, thereby stimulating cognitive discomfort and forcing them to revise their mental models to accommodate the new phenomena.…”