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Abstract Interpreting a scientific concept, that is, identifying or generating it properly in any particular instance, is a complex cognitive task. We analyze the underlying knowledge required to achieve such concept interpretation accurately and efficiently. This analysis is used to examine detailed observations of expert scientists and novice students interpreting the physics concept of acceleration. Most experts interpret the concept well in expected ways; however, even some experienced scientists exhibit marked deficiencies in concept interpretation. Novice students, even after using a scientific concept for some months, interpret it incorrectly in many cases. Their poor performance can be traced to concept knowledge that is largely incoherent, consisting of disconnected knowledge elements leading to frequent paradoxes. These knowledge elements are often flawed because of deficient applicability conditions or lack of discriminations. Furthermore, students' definitional or other general knowledge often cannot be properly applied, even if correctly stated. By directly addressing such deficiencies, instruction can substantially improve students' ability to interpret a scientific concept.
Reif et al. (Sun,) studied this question.