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Abstract
The catalogue of conceptions that students are said to have concerning the different topics of the science curriculum is so great that some authors consider this line of research to be exhausted. However, others insist on the need to re‐examine students' conceptions in order to better describe them using new theoretical, contexts and research methods. We present an integrated set of guidelines and methodological techniques for selecting those replies that best reflect students' knowledge.
Notes
The interviewer bends the wire with the plasticine with his/her hand on the base of the structure so that the student does not know whether the plasticine is balanced or about to fall. According to the dynamic of the interview, the student's prediction is always sought before removing the hand and an explanation after removing the hand. The initial views of the student are contrasted with his/her explanations after the experiment.