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Since the time of Piaget, researchers have been keenly interested in how students view the concepts of science, mathematics, and, more recently, programming. In their annual review of research in science education, Shymansky and Kyle (1988) mention nearly 100 studies on student con-ceptions since 1984; Pfundt and Duit (1985, 1988) have amassed a bibli-ography of 1,500 citations in science education alone. Review articles
Jere Confrey (Mon,) studied this question.