Asking about their assumptions on simple examples is a good start. And then asking about situation that break these assumptions. It's a little evil but that ma

Asking about their assumptions on simple examples is a good start. And then asking about situation that break these assumptions. It's a little evil but that makes it fun:) Example from the time I helped sister clear confusion between accelration and velocity: - what's acc and vel of a rock lying on a ground (not 0 - a vector 0) - ... of a car slowing down (vectors that poin in opposite directions) - ... of a rock swinging on a rope (non-parallel vectors, one of them changing in direction) I'm feeling for the teachers that have to teach something to 30+ kids without having the time to ask them about their wrong assumptions. Must be frustrating as hell when you see they don't understand, but can't help them with the time you have.