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This article deals with general instructional strategies which can be used by physics teachers for the purpose of inducing conceptual change. Traditional physics instruction, embodied in the traditional physics textbook, presents a physicist's understanding of the world. Conceptions must be applied to problem situations and thus can only be identified by analyzing student responses. Changes in the knowledge state of a learner are often described in terms of assimilation and accommodations. A connection between student behaviors and conceptions is made via the words and phrases they use to describe physical situation and to explain their problem-solving actions.

The article presents the response of the author to the comments of Cronin, Charron, and Espinet to his article "Science Education in Elementary School: Some Observations." He cites that the article was intended to evoke thought and action to strengthen the enterprise of educating elementary school children in science, it was not intended to denigrate other aspects of science education. He also mentions that one of the basic point he was trying to make was to understand the intermediate understanding that should be brought to the students in any given instance of elementary science education instruction.