Mental models, whether visual, verbal or mathematical, aid the students in the construction of knowledge. This requires active, constructive work. Many misconceptions about science principles exist in the minds of children for various reasons. Therefore, in addition to construction, reconstruction is often necessary. When a misconception exists, it must be dismantled and replaced by a correct understanding.
Misinformation is often very stubborn and reconstruction is very difficult.
The paradox is somewhat resolved by realizing that there are novice and expert structures. While students may not have expert mental structures, they do have some background information and can restructure and build from there. Conceptual Change Conceptual change theory is constructivist in nature and has been the subject of many research studies in the last few years. It focuses on the conditions whereby ones existing schema is modified by new knowledge. According to Posner, et al.