“…Beyond the observations of Howe and her colleagues (2013), researchers have also raised the concern that cognitive conflict as a general classroom strategy overlooks the impact of developmental, motivational, or societal pressures that students face (Pintrich, Marx, & Boyle, 1993;Vosniadou, 2007), specifically that any lesson designed to generate cognitive conflict might not be meaningful to students (Chinn & Brewer, 1993Lee & Byun, 2012). To meet these challenges we felt that by creating a strong connection between scientific models and the nature of knowledge within the context of teaching and learning (as our students would face in their careers as teachers), as well as supporting the metacognitive work necessary to mediate the challenge our students faced in our course, we would address the fundamental concerns well summarized more recently by Vosniadou (2007).…”