• Puzzling phenomena can create disequilibrium and spur children to acquire new understandings. Events and information that conflict with youngsters’ current understandings create disequilibrium that may motivate them to reevaluate and perhaps modify what they “know” to be true (e.g., Chouinard, 2007,M.G.Hennessey, 2003;Zohar & Aharon-Kraversky,2005). For instance, if they believe that “light objects float and heavy objects sink” or that “wood floats and metal sinks,” an instructor might present a common counterexample; a metal battleship (floating, of course_ that weighs many tons. From Piaget’s perspective, we’re talking here about revising existing schemes; from the perspective of contemporary cognitive psychology, we’re talking about conceptual change.