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Research has shown that students often appear to have multiple conceptions in science - they may apply one conception in one problem, and a different conception in another, related problem. The purpose of the present study was to identify students' alternative conceptions, plus any conceptions that could be categorized as scientifically acceptable, and to investigate the nature of any possible relationship between these conceptions. In individual interviews, 112 students from grades 6 and 10 were asked whether gravity acted upon a series of moving or non-moving objects in everyday situations. The majority of students displayed both scientifically acceptable conceptions and alternative conceptions. Their comments indicated that there was a relationship between these conceptions.
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