Fostering Conceptual Change by Comparing Correct and Incorrect Solutions

The study employs a problem-solving prior to instruction (PS-I) design, where 184 sixth graders first attempt problem-solving to reveal misconceptions. Subsequent instruction either aligns with individual misconceptions (alignment condition) or uses generic typical errors (contra-alignment condition), with a control group focusing solely on correct solutions. The alignment condition significantly outperformed the contra-alignment condition in post-test scores. This underscores the importance of tailoring instruction to students' specific misunderstandings after problem-solving.