Herbert, Susan2011-01-252011-01-252003-06https://hdl.handle.net/2139/8698This article uses a personal experience to illustrate the resilience of students' prior concepts in science education. It suggests that teachers who embrace constructivism as a philosophy of knowledge should continue to elicit students' prior understandings, but also try to help them to become aware of, and understand, the different constructed understandings of phenomena they encounter by deliberately confronting their prior knowledgeenConstructivismLearning processesScience educationTeaching methodsArticle