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This paper describes three conceptual areas in physics that are particularlyimportant targets for educational interventions in K-12 science. Theseconceptual areas are force and motion, conservation of energy, and geometricaloptics, which were prominent in the US national and four US state standardsthat we examined. The four US state standards that were analyzed to explore theextent to which the K-12 science standards differ in different states wereselected to include states in different geographic regions and of differentsizes. The three conceptual areas that were common to all the four statestandards are conceptual building blocks for other science concepts covered inthe K-12 curriculum. Since these three areas have been found to be ripe withdeep student misconceptions that are resilient to conventional physicsinstruction, the nature of difficulties in these areas is described in somedepth, along with pointers towards approaches that have met with some successin each conceptual area.

Connecting Three Pivotal Concepts in K-12 Science State Standards and Maps of Conceptual Growth to Research in Physics Education