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In this classroom-based action-research project, I compared the following twoapproaches to check their effectiveness in helping students overcome physicsmisconceptions: Inducing cognitive dissonance or gradually building onstudents' previous knowledge activating the relevant phenomenologicalprimitives (p-prims). This took place over a two-lesson sequence (each an hourlong) using year 8 (12 years old) and year 9 (13 years old) top set students(N=87 in total), in the context of Newton's first law. Results were better forboth year groups when inducing cognitive dissonance, which seems to be moreeffective not only with surface-level learning, but deep-learning as well.

Cognitive dissonance or p-prims? Towards identifying the best way to overcome misconceptions in physics