Abstract
Students' preconceptions and misconceptions in the literature were reanalyzed with a dynamic response (R) scheme to the question (Q). Their thought processes from Q to R could be retraced to give consistently the reported pattern of R and interpretation etc. as a function of dynamic factors including understanding of the question, mismatched memories of the previous study, imaging ability of the corresponding operations and syntactic buildup of the answer. Students' conceptions about the weight of a solution, electric current in a circuit and vacuum force in the three research reports were analyzed using this dynamic construction model. From the analysis, the imaging ability of weighting in water, ambiguity in temporal and circuit expense of the electric current, mistaking of work for power, etc., were found to be the responsible factors.
